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Received       jA|\|      g     18g3      .189 
^Accessions  No.  1/Q^Sb    .  Class  No. 


SCHOOL    KEEPING 

HOW  TO  DO   IT 


By 
HIRAM   ORCUTT,   LL.  D. 

Author    of    "The    Class    Book    of    Prose   and   Poetry, 
"  Gleaning  from  School  Life  Experience," 
"  Teachers*  Manual,  "  and  "  Par- 
ents' Manual" 


FOURTH     EDITION. 


BOSTON 

N.     E.     PUBLISHING     COMPANY 

3  Somerset  Street. 


'  0*  THE        < 

JKIVHRSITY] 


0^> 


COPYRIGHT, 

1885, 
By  THE  N.  E.  PUBLISHING  COMPANY. 

s^4 


n 


Stereotyped  and  Printed  by 

Alfred  Mudge  &  Son,  Printers, 

Boston,  Mass. 


To 

TIIE  MANY   THOUSAND   MEMBERS 

OP 

The  New  England  Bureau  of  Education,  who 

have  consecrated  themselves  to 

the    noble    work    op 

teaching, 

Sfeis  little  Volume 

Is  Respectfully  Dedicated 

by 

THE    AUTHOR. 


PREFACE 


A  distinguished  gentleman,  who  had  been  in- 
vited to  deliver  an  address  at  Dartmouth  College 
on  commencement  week,  prefaced  his  address  by 
an  apology  for  its  unwarranted  length.  "He  had 
not  had  time,"  he  said,  "to  shorten  it."  The  author 
of  this  work  has  no  such  apology  to  offer.  He  has 
studied  conciseness  and  brevity  on  every  page;  yet 
he  natters  himself  that  nothing  of  practical  impor- 
tance has  been  sacrificed.  During  the  hours  and 
days  spent  in  its  composition,  he  has  lived  over 
again  the  scenes  of  his  school  life.  The  principles 
advocated  are  those  which  he  adopted,  the  facts  and 
illustrations  are  drawn  from  his  own  experience  and 
observation,  and  the  suggestions  to  young  teachers 
are  made  with  the  consciousness  of  their  impor- 
tance to  all  who  would  achieve  success. 

Chapter  V.,  on  Physical  Culture,  is  supplemented 
by  a  "  Manual  of  Gymnastics,"  prepared  by  an 
eminent  gymnast  in  Yale  College,  and  adapted  to 
school-room  exercises,  which  will  greatly  aid  the 


6  PREFACE. 

teacher  in  class  drill.  Chapter  VII. ,  on  Temperance 
in  Schools,  treats  upon  the  importance  of  physiology 
and  hygiene  in  their  relations  to  health  and  life, 
and  will  be  welcomed  by  teachers,  especially  in  those 
States  in  which  this  study  is  made  compulsory  in  the 
public  schools. 

The  design  of  this  book  is,  first,  to  aid  and  en- 
courage those  who  need  and  would  profit  by  the 
experience  of  others;  and,  secondly,  to  awaken  an 
interest  in  the  subjects  treated,  and  to  lead  to  a 
more  extensive  reading  and  study  of  the  works  of 
standard  authors  on  pedagogics,  which  will  result  in  j 
a  more  careful  preparation  for  the  important  duties 
of  so  responsible  a  position.  If  this  object  is  ac- 
complished, the  author  will  be  abundantly  satisfied. 

HIKAM  OKCUTT. 

Boston,  January,  1885. 


CONTENTS. 


I.  PAGE 

Theory  and  Practice 9 

II. 
How  to  Begin 33 

III. 
How  to  Govern 56 

IV. 
How  to  Teach 109 

V. 
Physical  Culture 145 

VI. 
Morals  and  Manners 186 

VII. 
Temperance  in  Schools      ......      214 


UHIVBRSITT] 
SCHOCTirTr^EPING 


I. 

THEORY  AND  PRACTICE. 

"  ^TEACHING  a  Science  :  The  Teacher  an 
Artist,"  is  the  title  of  a  very  sug- 
gestive book  written  many  years  ago,  and 
may  here  serve  as  a  kind  of  text  to  a  short 
chapter  on  pedagogy  and  didactics. 

Some  of  the  principles  of  the  science  of 
education  may  be  gathered  from  the  meaning 
of  the  words  from  which  our  English  verbs 
educate  and  instruct  are  derived.  Joseph 
Payne  says  :  M  The  verb  "educare,  from  which 
we  get  our  word  educate,  differs  from  its 
primitive  educere  in  this  respect,  that  while 
the  latter  means  to  draw  forth  by  a   single 

[9] 


10  SCHOOL   KEEPING. 

act,  the  former  signifies  to  draw  forth  fre- 
quently, repeatedly,  persistently,  and  there- 
fore strongly  and  permanently ;  and  in  a 
secondary  sense  to  draw  forth  faculties,  to 
train  or  educate.  The  Latin  verb  instruere, 
from  which  we  derive  instruct,  means  to  place 
materials  together,  not  at  random,  but  for  a 
purpose.  Instruction,  then,  is  the  orderly 
placing  of  knowledge  in  the  mind  with  a 
definite  object." 

J.  S.  Mill  wisely  suggests  that  "  whatever 
helps  to  shape  the  human  being,  to  make  the 
individual  what  he  is,  or  hinder  him  from  be- 
ing what  he  is  not,  is  a  part  of  his  education." 

Dr.  Holmes  has  expressed  his  view  of  the 
science  of  education  by  the  use  of  algebraic 
equations :  "  All  economical  and  practical 
wisdom  is  an  extension  or  variation  of 
2  +  2  =  4.  Every  philosophical  proposition 
has  the  more  general  character  of  a  -+-  b  =  c. 
We  are  merely  operatives,  empirics,  and  ego- 


THEORY   AND   PRACTICE.  11 

tists  until  we  begin  to  think  in  letters  instead 
of  figures." 

Youmans  says  :  tl  A  knowledge  of  the  being 
to  be  trained,  as  it  is  the  basis  of  intelligent 
culture,  must  be  the  first  necessity  of  the 
teacher" ;  and  Mr.  Mill  adds, w  What  qualities 
of  mind  or  modes  of  mental  culture  fit  a 
man  for  being  a  good  observer,  is  a  question 
which  belongs  to  the  theory  of  education." 

Mr.  Payne  says  of  the  study  of  the  arts : 
"lam  persuaded  —  and  I  speak  from  some 
experience  —  that  the  elementary  arts  may 
be  so  taught  as  to  become  not  only  instruc- 
tion, but  true  education  to  the  child." 

Touching  the  art  as  well  as  the  science 
of  education,  able  men  have  written  wisely, 
and  I  can  do  nothing  better  than  to  allow 
these,  also,  to  express  their  views  in  their 
own  language. 

Goethe,  speaking  of  the  relations  of  science 
and  art,  says  :  M  Theory  and  practice  always 


12  SCHOOL   KEEPING. 

act  upon  each  other ;  one  can  see  from  their 
works  what  men's  opinions  are,  and  from 
their  opinions  predict  what  they  will  do." 

Mr.  Fletcher,  who  has  given  the  subject 
of  education  much  thought,  writes :  "  The 
intellectual  faculties  can  never  be  exercised 
thoroughly  but  by  men  of  sound,  logical 
training,  and  perfect  in  the  art  of  teaching ; 
hence  there  exist  so  few  highly  gifted  teach- 
ers." 

Mr.  Payne  insists  that  "  the  art  of  teach- 
ing has  principles,  laws,  and  processes  pe- 
culiar to  itself." 

James  Stuart  claims  that  "the  object  of 
all  instruction  is  to  teach  people  to  think 
for  themselves." 

Mr.  Markby  enforces  Mr.  Stuart's  view, 
by  asserting  that  "to  teach  boys  how  to 
instruct  themselves,  that,  after  all,  is  the 
great  end  of  school  work." 

Dr.   Temple  supplements  the  thought  by 


THEORY   AND   PRACTICE.  13 

saying  that  "the  true  method  of  education 
is  to  show  the  pupil  a  road,  by  pursuing 
which  he  cannot  help  arriving  at  the  natural 
results  himself.  All  the  best  cultivation  of 
the  child's  mind  is  obtained  by  the  child's 
own  exertions,  and  the  master's  success  may 
be  measured  by  the  degree  in  which  he  can 
bring  his  scholars  to  make  such  exertions 
absolutely  without  aid." 

Here  is  the  key  which  unlocks  the  treas- 
ure house  of  all  knowledge  and  art  on  the 
subject  of  teaching.  No  teacher  can  afford 
to  be  without  it,  or  safely  fail  to  avail  him- 
self of  the  principles  here  suggested. 

Another  important  thought  is  suggested 
by  Mr.  Payne  :  "  As  are  the  teachers,  so  are 
the  schools.  Hence  the  true  remedy  for 
poor  schools  consists  in  teaching  the  teacher 
how  to  teach,  in  training  the  trainer,  in 
educating  the  educator." 

Dr.  Arnold,  whose  name  always  suggests 


14  SCHOOL   KEEPING. 

the  ideal  teacher,  asserts  that  "in  whatever 
it  is  our  duty  to  act,  those  matters  also  it  is 
our  duty  to  study." 

As  to  physical  training,  Dr.  Andrew 
Combe  says :  "  I  cannot  regard  any  teacher 
or  parent  as  fully  and  consciously  qualified 
for  his  duties,  unless  he  has  made  himself 
acquainted  with  the  nature  and  general 
laws  of  the  animal  economy,  and  with  the 
direct  relation  in  which  they  stand  to  the 
principles  of  education." 

Kousseau  adds :  "  The  weaker  the  body 
is,  the  more  it  commands ;  the  stronger  it 
is,  the  better  it  obeys ;  hence  make  your 
pupils  robust  and  healthy,  in  order  to  make 
them  reasonable  and  wise." 

And  the  teacher  must  be  well  furnished 
j  with  resources  to  meet  the  moral  wants  of 
his  pupils.  He  must  understand  that  the 
object  to  be  gained  isftto  give  wise  direc- 
tion to  the  moral  powers,  to  encourage  vir- 


THEORY   AND   PRACTICE.  15 

tuous  inclinations,  sentiments,  and  passions, 
and  to  repress  those  that  are  evil ;  to  culti- 
vate habits  of  truthfulness,  obedience,  in- 
dustry, temperance,  prudence,  and  respect 
for  the  rights  cf  others,  with  a  view  to  the 
formation  of  character."  What  a  field  of 
action  for  the  educator  !  To  be  able  to  meet 
his  responsibility  in  this  regard,  and  to  dis- 
charge his  duty,  he  must  first  study  human 
nature  in  the  character  of  childhood.  He 
must  study  "  the  principles  on  which  human 
beings  act,  the  motives  which  influence  them, 
the  objects  at  which  they  commonly  aim, 
the  passions,  desires,  character,  and  manners 
which  appear  in  the  world  around  him,  and 
in  his  own  constitution."  But  these  are  the 
points  discussed  in  the  science  of  morals. 
Hence  the  teacher  must  study  moral  phi- 
losophy as  a  preparation  for  this  department 
of  his  work.  The  science  and  art  of  teach- 
ing children  may  sometimes  be  learned  by 


16  SCHOOL   KEEPING. 

studying  his  own  character  in  the  light  of 
theirs.  He  may  become  a  pupil,  while  they 
are  his  teachers.  Coleridge  has  beautifully 
expressed  this  thought  in  the  following 
lines  :  — 

"  O'er  wayward   childhood  wouldst    thou   hold   firm 
rule, 
And  sun  thee  in  the  light  of  happy  faces? 
Love,  hope,  and  patience,  —  these  must  be  thy 
graces, 
And  in  thine  own  heart  let  them  first  keep  school." 

Now,  to  explain  and  emphasize  the  thought 
expressed  above,  I  will  say  science  teaches 
to  know,  while  art  teaches  to  do.  Poetry, 
painting,  statuary,  music,  and  architecture 
are  illustrations  of  art,  and  the  poet,  painter, 
sculptor,  musician,  and  architect  are  the 
artists  who  have  created  in  their  several  de- 
partments. Each  has  exercised  his  skill, 
under  the  guidance  of  those  laws  and  prin- 
ciples which  underlie  the  subject  to  which 


THEORY   AND   PRACTICE.  17 

he  has  devoted  his  life.  Science  directs  all 
his  efforts,  and  upon  the  thoroughness  of 
his  knowledge  depends  the  degree  of  his 
success.  So  it  must  be  in  the  art  of  teach- 
ing. The  teacher  is  a  creator  as  well  as  the 
poet.  The  educated  man  or  woman  is  as 
really  a  creation  as  Longfellow's  "Hiawa- 
tha," Homer's  "Iliad,"  or  Virgil's  "^Eneid." 
Hence  the  educator  who  has  thoroughly 
studied  the  science  of  teaching,  and  reduced 
it  to  practice  in  the  development  and  cul- 
ture of  the  human  body,  mind,  and  soul, 
must  be  an  artist,  and  the  greatness  and  im- 
portance of  the  work  he  has  done,  when 
well  done,  is  the  measure  of  his  skill  and 
responsibility.  He  who  writes,  or  paints, 
or  carves,  may  gain  an  enviable  temporary 
fame,  but  he  who  educates  touches  strings 
that  will  vibrate  forever.  The  isolated  mon- 
ument, the  triumphal  arch,  the  solemn  cathe- 
dral, the   stately  ship,   reflect  great  credit 


18  SCHOOL    KEEPING. 

upon  the  artist  who  planned  and  executed 
the  work  ;  but  the  living  statesman,  who,  un- 
der the  forming  hand  of  the  educator,  has 
been  raised  from  the  obscurity  of  an  humble 
home  to  a  position  of  honor,  influence,  and 
power  in  the  nation,  circles  his  teacher's 
head  with  a  halo  of  light  that  will  grow 
brighter  and  brighter  as  the  ages  roll  on. 

It  is  a  self-evident  truth  that  the  teacher 
must  acquire  in  some  way  and  in  some  de- 
gree both  the  science  and  art  of  teaching 
before  he  can  successfully  "keep  school." 
The  question  is  :   How  can  this  be  done  ? 

As  a  matter  of  fact,  in  the  process  of  knowl- 
edge art  ever  precedes  science.  In  educa- 
tion, as  in  music,  the  practice  goes  before 
investigation  into  the  laws  upon  which  suc- 
cess depends.  This  is  doubtless  a  reason 
why  so  many  fail.  But  science  reacts  on 
art,  and  improves  it ;  that  is,  the  teacher 
learns  how  to  teach  by  teaching.     He  gains 


THEORY    AND    PRACTICE,  19 

not  only  a  knowledge  of  the  art  of  teaching, 
but  also  the  science  of  education ;  and  the 
longer  he  teaches  the  more  he  learns,  and 
the  more  skilful  he  becomes.  In  this  way 
a  large  majority  of  the  best  teachers  the 
world  has  ever  had  have  gained  this  power 
and  influence.  They  have  enjoyed  the  ad- 
vantages of  no  normal  training  except  in 
their  own  school-rooms,  with  no  instructors 
except  their  own  experience  and  the  expe- 
rience of  others  whose  books  they  have  read. 
But  now  teaching  has  become  a  profession, 
and,  like  law,  medicine,  and  the  ministry,  has 
its  own  professional  schools  where  "teach- 
ing to  teach"  is  the  main  business  in  the 
course  of  instruction.  These  schools  offer 
great  advantages  compared  with  the  old  way. 
The  study  of  the  science,  in  connection  with 
the  art  of  teaching,  saves  much  time  and 
avoids  many  blunders.  When  the  normal 
graduate  comes  to   assume  the  management 


V     of  me 

JJIVIRSIiy] 


20  SCHOOL   KEEPING. 

and  instruction  of  his  own  school,  he  at 
once  understands  the  nature  and  difficulty 
of  his  work,  and  is  prepared  to  do  good 
service  from  the  beginning.  Other  things 
being  equal,  he  has  much  the  advantage 
over  the  teacher  who  has  not  studied  his 
profession.  The  normal  school  cannot  create 
the  natural  gifts  which  are  indispensable 
to  his  success,  but  it  will  cultivate  them  and 
impart  knowledge  to  guide  him  over  the 
stormy  days  of  his  anxious  pedagogic  life. 
Hence  my  earnest  advice  to  every  candidate 
for  the  teacher's  office  is  that  he  should  avail 
himself  of  the  advantages  •  of  some  good 
normal  school.  To  the  same  end  every 
teacher  should  own  and  carefully  read  a  well- 
selected  professional  library  and  some  good 
educational  paper.  By  these  means  alone 
can  he  gain  a  practical  knowledge  of  the 
science  and  art  of  teaching,  and  make  the 
most  of  himself.     Now,  as   the   school    is 


THEORY   AND   PRACTICE.  21 

always  what  the  teacher  makes  it,  and  he  is 
what  his  own  training  makes  him,  I  insist 
that  every  candidate  for  the  teacher's  posi- 
tion must  have  a  complete  outfit. 

1.  Of  natural  gifts,  such  as  quick  percep- 
tion, the  faculty  of  order,  love  for  the  work 
(which  implies  a  love  for  the  society  of  chil- 
dren and  youth),  skill,  aptness  to  teach  and 
govern,  patience  and  enthusiasm,  and  with 
all,  an  unblemished  character.  As  intimated 
in  another  connection,  most  of  these  can  be 
improved  by  culture,  but  few  if  any  of  them 
can  be  created.  I  will  here  add,  without 
hesitation  or  qualification,  that  the  person 
who  is  entirely  destitute  of  these  gifts  was 
not  born  for  a  teacher,  and  will  be  happier 
and  more  useful  in  some  other  employ- 
ment. 

2.  The  candidate  must  have  a  complete 
outfit  of  thorough  knowledge  of  the  branches 
to   be  taught,  and  also  of  kindred  branches, 


22  SCHOOL  KEEPING. 

covering   a  wide   range  of  subjects,  so  that 
he  may  properly  claim  to  be   intelligent. 

3.  The  candidate  must  have  a  complete 
outfit  of  professional  knowledge.  I  repeat 
this  to  make  it  more  emphatic.  If  he  can- 
not graduate  from  the  normal  school,  he 
must  acquire  this  knowledge  and  gain  this 
discipline  in  some  other  way. 

4.  The  candidate  may  now  be  admitted 
to  the  practice  of  his  art  to  gain  some  ex- 
perience. If  his  outfit  has  been  thorough 
and  complete  as  indicated  above,  his  success 
is  assured.  Still  he  may  profit  by  the  expe- 
rience of  others,  who,  by  long  years  of  ser- 
vice in  the  school-room  and  in  the  district, 
have  learned  both  the  science  and  art  of 
"  school  keeping." 

To  fully  understand  the  necessity  of  thor- 
ough preparation,  we  must  comprehend  the 
greatness,  difficulty,  and  importance  of  the 
teacher's  work.     The   master  who  has  been 


THEORY    AND   PRACTICE.  23 

installed  in  a  village  school,  or  in  a  rural 
district  on  the  corner  where  four  roads  meet, 
needs  more  ability,  culture,  and  genius  than 
the  governor  of  the  state.  He  has  to  man- 
age more  than  a  state  or  a  kingdom. 

In  the  language  of  another :  "  The  school 
is  the  world  in  miniature.  It  is  an  arena 
for  the  conflict  of  opposing  and  varying 
interests  and  passions.  Here  emulation  has 
its  excitement,  ambition  its  aim,  industry 
its  reward,  and  sloth  its  punishment.  Self- 
ishness here  leads  to  ungenerous  and 
dishonest  behavior,  and  benevolence  here 
displays  its  spontaneous  and  disinterested 
love.  Ii  this  theatre  cowardice  conceals 
its  tfickn,  and  chuckles  in  secret  at  its 
mischief.,  whilst  chivalry  does  its  achieve- 
ments of  daring,  openly  violating  and 
apparently  defying  law,  yet  not  intending 
to  despise  authority.  Badly  trained  or 
vtbvly   untrained    at    home,    and    with    no 


24  SCHOOL   KEEPING. 

domestic  pattern  of  excellence  for  imita- 
tion, boys  are  too  often  cast,  a  species  of 
incipient  savage  and  ruffian,  into  a  school 
community,  just  as  sometimes  into  the 
wider  world,  with  a  last  hope  that  novel 
and  exciting  duties  and  pleasures  and  other 
circumstances  may  control  evil  passions, 
guide  wayward  propensities  into  some  safe 
path,  and  awaken  the  dormant  sense  of 
honor  and  virtue.  Hence  many  individuals, 
thus  ungoverned  at  home  in  as  many  sepa- 
rate families,  undirected  in  any  path  of 
truth  and  virtue,  their  corrupt  propensities 
greatly  developed  and  strengthened  by  in- 
dulgence, are  all  congregated  into  a  single 
family  to  be  converted  or  reformed,  and 
disciplined,  and  governed  by  one  man." 
This  man,  if  fitted  for  the  position  he  holds, 
is  competent  to  be  their  teacher  in  legis- 
lation and  statesmanship  as  well  as  in 
science,  literature,  and  morals. 


THEORY   AND   PRACTICE.  25 

Before  passing  to  discuss  the  hows  of 
school  keeping,  I  will  further  consider  the 
end  of  teaching.  R.  S.  Hall  has  told  us 
what  it  is  not,  and  James  Stuart  and  others, 
as  I  have  intimated,  have  given  us  the  key 
to  the  correct  theory  which  every  true 
teacher  needs  to  understand  before  he  as- 
sumes the  duties  of  his  office.  Mr.  Hall 
says  :  "  The  end  of  teaching  is  not  to  impart 
knowledge,  it  is  not  to  fit  one  to  make 
money,  it  is  not  to  constitute  a  practical 
man,  it  is  not  to  fit  a  person  for  any  one 
special  trade,  art,  office,  or  profession." 

Here  are  four  negatives,  each  of  which 
has  been  held  by  multitudes  as  a  positive 
truism  in  education.  How  often  have  we 
heard  the  argument  in  favor  of  one  or  the 
other  of  these  theories  as  the  chief  object 
to  be  sought  by  parents  in  the  training  of 
their  children.  One  seeks  for  his  son 
opportunity  for  gaining  a  knowledge  of  the 


26  SCHOOL   KEEPING. 

common  branches  of  study,  as  sufficient 
to  fit  him  for  all  the  duties  of  life ;  another 
does  not  care  for  "hook  learning"  for  his 
son;  he  expects  him  "to  shift  for  himself," 
and  is  anxious  only  that  he  should  learn 
the  "tricks  of  trade,"  so  as  to  be  able  to 
accumulate  money,  as  though  money  making 
were  the  end  of  life  ;  the  third  wants  his 
son  educated,  but  only  in  practical  matters, 
claiming  that  nothing  is  practical  which 
cannot  be  appropriated  for  present  use ; 
he  ignores  science  altogether,  forgetting 
that  every  useful  art,  trade,  or  profession 
is  founded  upon  science  ;  the  fourth,  having 
in  view  for  his  son  some  special  occupa- 
tion, sends  him,  without  discipline  or  gen- 
eral culture,  to  the  training  school  suited 
to  the  purpose  he  has  in  view.  From  this 
school  the  boy  of  tender  years  comes  home 
in  four  short  months  with  his  diploma,  and 
is  supposed  by  his   deluded   father  to  have 


THEORY    AND   PRACTICE.  27 

become  a  full-grown  man,  ready  for  the 
"  battle  of  life  !  " 

It  is  humiliating  to  know  that  these  are 
the  prevailing  views  on  education  among 
the  masses,  even  in  our  times  and  in  our 
own  country. 

But  the  real  end  of  teaching  is  the  devel- 
opment of  the  whole  man.  This  implies  a 
sound  and  vigorous  body,  a  cultivated  and 
self-reliant  mind,  and  a  high-toned  moral 
and  religious  character.  Physical  culture 
is  of  vital  importance :  for  there  can  be 
no  successful  mental  or  moral  culture  with- 
out it.  A  "sound  mind"  must  be  in  a 
"  sound  body,"  and  a  sound  body  is  entirely 
favorable  to  the  development  of  a  sound 
faith  and  a  wrell-regulated  conscience.  As 
applied  to  mental  culture,  the  end  to  be 
sought  is  the  power  or  art  of  thinking ;  or, 
as  Mr.  Stuart  expresses  it,  "to  teach  people 
to   think   for  themselves."      This   power  is 


28  SCHOOL   KEEriNG. 

acquired,  and  is  always  the  result  of  pro 
tracted  mental  toil. 

The  man  who  has  attained  this  art,  and 
has  gained  the  control  over  his  own 
thoughts,  feelings,  and  actions,  is  educated. 
He  alone  is  fitted  to  apply  his  power  to  the 
practical  duties  of  life.  The  thinker  may  not 
be  found  toiling  with  the  doer  on  the  farm, 
on  the  ocean,  or  in  any  business  of  life  ; 
yet  he  is  really  the  more  practical  man,  and 
by  far  his  superior.  Thinkers  have  been 
the  masters  and  doers  the  servants,  in 
every  department  of  industry  and  in  every 
age.  The  former  have  made  all  the  dis- 
coveries, wrought  out  all  the  inventions, 
and  created  the  science  of  the  world.  The 
latter  have  been  dependent  upon  their  mas- 
ters for  the  knowledge  by  which  they  have 
plied  their  trades. 

The  undisciplined  yeoman  cultivates  the 
soil,  but  the  thinker  has  created  the  science 


THEORY   AND   PRACTICE.  29 

of  agriculture.  The  common  sailor  at  the 
helm  guides  the  ship,  but  the  thinker, 
who  had  spent  his  life  in  seclusion  and 
study,  invented  the  mariner's  compass,  by 
which  alone  the  ship  can  be  directed.  The 
engineer,  who  runs  the  long  railroad  train 
with  skill  and  safety,  often  knows  no  more 
than  how  to  turn  a  spigot  or  push  a  lever 
according  to  rules  prescribed  by  the  master 
spirit  of  the  boiler ;  but  the  student  of 
science,  the  educated  man,  the  thinker, 
invented  the  engine  and  the  application  of 
steam  as  a  motive-power.  The  telegraph 
operator,  with  limited  knowledge,  often 
works  the  keys  to  transmit  thought,  with 
the  rapidity  of  lightning,  from  city  to  city 
and  nation  to  nation  ;  but  the  th  inker  dis- 
covered the  laws  by  which  the  subtile  fluid, 
electricity,  has  become  the  obedient  servant 
and  messenger  of  man. 

Shallow  and  noisy  doers  sometimes  affect 


30  SCHOOL   KPJEPING. 

to  despise  thinkers  as  theorists  and  drones 
in  society,  jet  without  the  results  of  study 
and  toil  in  cloistered  life,  they  could  do 
little  or  nothing.  As  a  matter  of  fact,  the 
supremacy  of  cultivated  mind  is  everywhere 
acknowledged.  The  wrorld  stands  in  awe 
of  thinkers.  To  them  the  multitude  do 
homage,  to  them  they  go  for  light  in  the 
hour  of  darkness,  for  guidance  in  prosperity, 
and  for  succor  in  danger.  They  adopt  their 
rules  and  believe  in  their  predictions.  Yet 
how  few  think  for  themselves,  even  in  this 
land  of  schools  and  churches,  where  the 
means  of  education  are  so  generally  provided 
for  all !  How  much  this  fact  results  from  a 
defective  school  system  and  false  views  of 
the  science  and  art  of  teaching,  I  will  not 
undertake  to  say.  It  remains  a  fact  which 
should  attract  the  attention  and  awaken  the 
solicitude  of  educators  everywhere.  Let 
it  not  be  forgotten  that  the  end  of  teaching 


THEORY   AND   PRACTICE.  31 

is  to  impart  the  power  of  thinking.  So 
far  as  any  teacher  fails  to  secure  this  result, 
he  toils  in  vain.  And  it  should  be  remem- 
bered that  the  work  of  American  educators 
will  not  be  accomplished  until  a  nation  of 
thinkers  has  been  produced  by  the  public 
schools  established  on  every  hilltop  and  in 
every  valley,  North  and  South,  over  our 
broad  land.  Then  will  the  oligarchy  of 
thinkers,  that  now  exercises  the  mastership 
over  the  masses,  be  destroyed  by  the  ele- 
vation of  the  many  to  the  condition  of  the 
few. 

Allow  me,  in  closing  this  chapter,  to  make 
a  condensed  statement  as  to  what  is  embraced 
in  an  approved  system  of  education.  Mr. 
Joseph  Payne  expresses  the  thought  under 
five  different  heads  somewhat  as  follows : 
First,  we  must  have  an  educator ;  second,  a 
learner;  third,  material  for  the  exercise  of 
the  learner's  powers ;   fourth,  a  method  by 


32  SCHOOL   KEEPING. 

which  the  action  of  these  powers  may  be 
called  forth ;  fifth,  an  end  to  be  accom- 
plished. This  method,  or  what  is  implied  in 
school  keeping,  will  henceforth  occupy 
our  attention. 


HOW    TO   BEGIN.  33 


n. 

HOW  TO  BEGIK. 

["  AM  induced  to  undertake  the  discussion 
of  our  subject  from  this  standpoint  by 
the  solicitations  of  friends,  and  with  the 
hope  of  aiding  those  especially  who  are  inex- 
perienced, but  anxious  to  make  the  most  of 
themselves  while  in  the  service  of  others. 
I  realize  how  much  better  I  should  have 
kept  school,  how  many  blunders  and  trials  I 
should  have  avoided,  if  I  could  have  at- 
tended a  normal  school,  or  teachers'  insti- 
tutes, or  read  professional  books,  giving  the 
result  of  successful  experience,  before  I 
was  compelled  to  grapple  with  the  difficul- 
ties of  school  management.     But  there  were 


34  SCHOOL   KEEPING. 

no  such  advantages  and  opportunities   fifty 
years  ago. 

My  early  experience  as  a  schoolmaster 
was  peculiarly  trying  and  hazardous.  Born 
and  bred  among  the  hills  of  the  Granite 
State,  I  enjoyed,  at  first,  limited  advan- 
tages, and  had  seen  but  little  of  the  world. 
But,  as  fortune  would  have  it,  I  was  invited 
to  keep  a  winter  school  in  the  town  of  Well- 
fleet,  on  Cape  Cod,  and  was  engaged  and 
re-engaged  five  successive  winters  in  that 
town.  My  first  journey  of  one  hundred 
and  fifty  miles  to  Boston  was  taken  in  a 
stage-coach,  and  from  this  city  my  voyage 
across  the  bay  was  made  in  an  old  fishing 
schooner,  on  Thanksgiving  day.  Such  a 
journey  would  be  a  novelty,  if  not  a  hard- 
ship, to  the  schoolmaster  of  to-day,  but  this 
was  only  a  small  beginning  of  my  trials  and 
perils.  A  successful  examination  before  the 
"committee"  introduced  me  to   a  school  in 


HOW  TO  BEGIN.  35 

the  "Back  Side"  district,  of  one  hundred 
pupils,  among  whom  were  a  whole  ship's 
crew,  from  the  captain  to  the  cook,  who 
were  to  be  managed,  governed,  and  taught, 
without  an  asssistant,  and  with  no  one  to 
advise.  Here  I  was  obliged  to  learn  how  to 
do  by  doing.  In  the  experience  of  eight 
winters  in  this  kind  of  school,  and  during 
many  years  afterwards,  under  the  pressure 
of  manifold  cares  and  responsibilities,  I 
learned  the  lessons  I  am  about  to  record  in 
tnia  little  book. 

I  now  propose  to  consider  some  of  the 
hews  of  school  keeping.  The  first  is  sug- 
gested by  the  nature  of  the  case,  —  How  to 
begin  school. 

The  young  teacher  has  entered  the  dis- 
trict where  he  is  to  keep  school  for  the  first 
time.  It  is  Saturday  night,  and  he  is  to 
begin  his  school  the  next  Monday  morning. 
He  meets  the  "  committee-man  "  at  the  depot, 


36  SCHOOL  KEEPING. 

and  goes  to  his  home  to  spend  the  Sabbath. 
From  this  hour  ho  begins  his  sehool  work, 
and  every  aet  and  expression  will  tell  upon 
his  success  or  failure.  In  the  next  twenty- 
four  hours  he  forms  the  acquaintance  of  at 
least  one  family  circle ;  he  meets  them 
around  the  hearthstone  and  at  the  family 
board,  and  sits  with  them  in  the  house  of 
worship.  Now,  before  this  Sabbath  sun 
goes  down,  both  parents  and  children  have 
formed  their  estimate  of  the  schoolmaster  or 
schoolmistress  (as  the  case  may  be),  and 
this  estimate  is  not  likely  to  be  changed. 
Hence  the  importance  of  a  good  beginning, 
of  fixing  favorable  impressions  upon  first 
acquaintance. 

Monday  morning  comes,  and  the  children 
begin  to  wend  their  way  from  their  homes  to 
the  schoolhouse.  The  teacher,  if  he  is  wise, 
joins  them  with  a  view  to  form  an  early 
acquaintance  with  all  who  come  in  his  way. 


HOW   TO   BEGIN.  37 

On  this  little  journey,  in  so  short  a  time,  he 
makes  many  fast  friends  who  will  stand  by 
him  both  at  school  and  at  home. 

I  would  here  suggest  that  the  teacher 
should  plan  to  go  early  to  the  school,  so  as  to 
be  able  to  meet  all  his  pupils  in  an  unofficial 
way.  If  on  the  ground  a  half-hour  before 
the  school  is  to  be  formally  opened,  he  can 
shake  the  hand  of  all,  and  freely  converse 
with  them,  before  he  assumes  the  control  as 
their  master.  This  will  prove  a  great  ad- 
vantage, enabling  him  to  win  his  pupils  to 
favor  and  confidence.  To  the  same  end,  he 
should  mingle  with  them  out  of  school 
hours,  and  share  their  sports  and  pleasures. 
This  familiarity  will  not  hinder  but  help  him 
maintain  good  order  in  the  school.  As 
their  companion  he  gains  their  love  and 
co-operation.  His  habitual  kindness  wins 
their  affections,  awakens  their  sympathy, 
and   makes   them   anxious    to   please    him. 


38  SCHOOL   KEEPING. 

This  kindness,  supplemented  by  the  firmness 
of  the  master  when  the  hour  for  study  has 
come,  commands  their  respect,  and  they 
become  voluntary  subjects  to  rightful  au- 
thority. 

We  will  now  come  back  to  the  school- 
room, where  the  teacher  must  begin  this  part 
of  his  work.  How  shall  he  open  his  school, 
and  what  shall  he  do  the  first  half-day? 
If  we  would  learn  how  to  perform  a  given 
piece  of  work  in  the  best  possible  manner, 
we  must  first  understand  exactly  what  is  to 
be  accomplished.  The  watch-maker  must 
know  not  only  how  to  make  the  different 
parts  of  the  watch,  but  how  to  adjust  and 
regulate  them,  so  as  to  secure  the  object  he 
has  in  view,  viz.,  to  make  a  good  time- 
keeper. The  wheels,  springs,  and  pivots 
must  be  made  of  different  material,  adapting 
each  metal  to  its  proper  use,  as  determined 
by  its  peculiar  properties,  its  susceptibility 


HOW   TO   BEGIN.  39 

to  heat  and  cold,  its  elasticity,  et  cetera. 
The  case  must  be  substantial  for  the  protec- 
tion of  the  delicate  machinery  which  it 
encloses,  as  well  as  ornamental.  Its  dial, 
with  its  graduated  face  and  pointers  to 
indicate  the  time,  must  be  suited  to  the 
object  in  view. 

Now  for  the  illustration.  We  have  only 
to  consider  the  adjustment  and  regulation  of 
the  different  parts  of  the  watch  after  they 
have  been  made.  To  be  sure,  the  accuracy 
of  the  time-keeper  will  depend  upon  the 
skill  and  fidelity  of  the  maker,  as  well  v.s 
upon  the  care  of  putting  the  parts  together. 
The  watch-maker  is  responsible  both  for  the 
construction  and  organization  of  the  watch, 
but  the  schoolmaster  can  only  organize. 
His  material  is  furnished  without  his  order. 
And  this  is  sometimes  the  serious  difficulty 
which  he  has  to  encounter.  His  pupils  are 
gathered    promiscuously   from    the    district 


40  SCHOOL   KEEPING. 

where  he  is  located,  from  families  of  every 
grade  of  culture  and  standing.  Few  of 
them  have  been  born  right,  and  none  have 
been  perfectly  trained.  They  are  wheels, 
and  springs,  and  pivots,  to  be  adjusted  ;  but 
many  of  them  seem  to  have  been  made  of 
the  wrong  material,  and  not  half  finished ! 
The  exterior  (or  case)  is  often  rough  and  re- 
pulsive, and  the  face  (or  dial)  dirty.  It  is 
difficult,  indeed,  to  organize  such  material ; 
still  the  school  must  be  organized,  and  so 
organized  as  to  produce  order,  studiousness, 
systematic  recitations,  and  the  harmonious 
working  of  all  its  machinery.  The  watch 
will  not  keep  time  unless  its  perfectly  con- 
structed parts  are  completely  fitted  to  each 
other,  lubricated  with  "  sweet  oil,"  and  reg- 
ularly "wound  up."  The  same  is  true  of 
the  school ;  and  hence  everything  depends 
upon  thorough  organization.  This  is  the 
first  work  to  be  done,  but  it  cannot  be  done 


HOW   TO   BEGIN.  41 

in  a  half-hour,  nor  in  a  half-day.  It  must 
be  begun  at  once,  and  carefully  and  perse- 
veringly  prosecuted  until  completed ;  and 
when  completed,  it  should  require  only  one 
fC  winding  up  "  for  the  term. 

Here  I  will  remind  the  teacher  that  every 
arrangement  and  exercise  of  school  keeping, 
from  the  beginning  to  the  end,  is  disciplinary, 
and  if  wisely  planned  and  conducted  will  re- 
sult in  an  orderly  and  well-regulated  school. 

Such  a  school  is  designed  to  give  oppor- 
tunity for  quiet  study,  and  to  wake  up  mind 
and  induce  self-application.  In  the  man- 
agement of  the  school,  the  grand  object  is  to 
prevent  evil,  to  avoid  the  necessity  of  pun- 
ishment. The  question  returns  to  us,  How 
shall  he  organize  his  school,  having  these 
objects  in  view?  How  shall  he  begin  his 
school-room  work  ? 

I  do  not  propose  to  lay  down  a  rule  as 
to  the  kind  of  opening  exercise  which  must 


42  SCHOOL   KEEPING. 

always  be  followed.  I  sec  great  propriety  in 
reading  the  Scriptures,  singing,  and  prayer, 
as  the  first  exercise  of  each  day  of  school, 
and  have  always  practised  this  method  in 
my  own  schools.  I  have  done  this  from  a 
conviction  of  my  own  need  of  divine  aid  in 
the  responsible  position  which  I  had  as- 
sumed, and  from  the  belief  that  such  an 
exercise  has  a  restraining  and  happy  influ- 
ence upon  the  school.  I  never  have  met 
the  least  objection  from  any  source,  or  any 
serious  annoyance  from  bad  behavior  of 
pupils  during  the  hour  of  prayer.  Others 
have  had  different  experience,  and  urge  ob- 
jections to  such  an  exercise.  Still  others 
have  not  sufficient  confidence  in  themselves 
to  perform  this  duty  in  full.  Yet,  all  can 
'read  the  Scriptures,  repeat  (with  or  with- 
out the  school)  the  Lord's  Prayer,  and 
join  in  singing  some  familiar  stanzas. 
I  am  aware  that  the  cry  of  sectarianism 


HOW   TO   BEGIN.  43 

is  sometimes  heard  in  certain  quarters,  and 
that  in  some  cities  the  use  of  the  Bible  and 
religious  exercises  are  prohibited  by  school 
authorities.  Hence  the  question  may  be  left 
to  the  teacher's  convictions  of  duty,  and  the 
circumstances  of  each  individual  case.  But 
some  general  exercise  in  which  the  school 
will  all  be  interested  should  be  introduced 
near  the  time  of  opening  in  the  morning. 
This  is  desirable  for  various  reasons,  which 
will  be  given,  in  another  connection,  on 
another  page. 

In  calling  the  school  to  order  on  the  first 
morning  (and  indeed  every  morning,  noon, 
or  night,  at  all  times,  when  he  has  occasion 
to  address  the  pupils),  the  teacher  should 
speak  in  a  pleasant  and  gentle  manner. 

We  may  here  take  note  of  one  way  and 
the  other,  for  illustration.  One  master  makes 
his  appearance  on  the  ground  about  the  time 
the   school   is   to   open.      He   is    an  entire 


44  SCHOOL   KEEPING. 

stranger.  As  soon  as  he  comes  in  sight 
the  children  leave  their  sports  and  run  to 
the  school-room,  some  through  fear,  others 
with  a  view  the  better  to  scan  his  movements 
and  learn  his  peculiarities.  Few  teachers 
realize  how  severe  the  test  of  coming  under 
the  criticism  of  their  pupils,  and  how  much 
depends  upon  this  first  half-day.  Even  the 
children  will  know  him  thoroughly  before 
sundown,  and  will  report  him  accurately  to 
their  parents.  But  our  young  pedagogue 
has  entered  his  desk,  removed  his  hat,  and, 
without  speaking  to  any  one,  has  taken 
his  seat.  His  general  bearing  is  haughty 
and  repulsive,  and  he  seems  to  have  the 
parody  of  Alexander  Selkirk's  soliloquy  in 
mind :  — 

"  I  am  monarch  of  all  I  survey, 

My  right  there  is  none  to  dispute ; 
From  the  blackboard  all  round  to  the  stove, 
I  am  lord  of  the  clown  and  the  brute." 


HOW   TO   BEGIN.  45 

He  now  strikes  his  rule  upon  the  desk, 
and,  in  an  imperative  tone,  calls  "to  order." 
As  soon  as  all  have  retired  to  some  seat  to 
wait  further  orders,  he  opens  upon  them 
with  an  announcement  of  definite  rules  and 
regulations  more  numerous  than  the  com- 
mands of  the  decalogue ;  assures  them  these 
rules  will  all  be  enforced,  and  warns  them 
to  beware  of  transgressions. 

But  enough  of  this  for  our  purpose.  One 
thing  •  is  already  settled  in  regard  to  this 
teacher ;  if  he  remains  at  the  head  of  this 
school  for  the  term,  it  will  be  by  the  "force 
of  arms."  His  first  act  was  to  declare  war 
upon  his  pupils,  and  they  have  already 
placed  themselves  in  a  defensive  attitude. 
The  better  class  will  settle  down  in  obe- 
dience to  his  laws,  but  they  will  despise 
their  master ;  the  rest  will  take  advantage 
of  him,  and  annoy  him  every  way  in  their 
power. 


46  SCHOOL   KEEPING. 

We  come  now  to  the  other  way  and  the 
other  teacher.  He  has  taken  pains  to  start 
early  and  to  form  the  acquaintance  of  his 
pupils  wherever  he  could  meet  them.  He 
has  entered  into  all  their  feelings,  plans,  and 
Irishes,  and  has  formed  with  them  a  lasting 
friendship.  They  regard  him  as  their  friend, 
and  are  ready  to  install  him  as  their  mas- 
ter. When  the  hour  for  opening  the  school 
arrives,  he  is  surrounded  by  his  pupils,  large 
and  small,  and  is  entertaining  them  in  the 
most  familiar  manner.  He  now  looks  at  his 
watch,  and  remarks  in  a  gentle  tone,  "  We 
will  begin  our  sehool ;  you  may  quietly  take 
your  seats." 

Here  mark  the  contrast  between  these  two 
teachers  and  their  method  of  introducing 
themselves  to  their  charge.  And  how  dif- 
ferent the  results,  as  manifest  in  the  tone 
and  temper  of  the  school !  The  one  must 
govern,  if  at  all,  as  a  tyrant-,  the  other  has 


HOW   TO   BEGIN.  47 

established  his  authority  on  the  basis  of 
mutual  confidence  and  love,  and  will  prob- 
ably sustain  it,  without  violence,  to  the  end 
of  his  administration. 

The  next  business  in  order  is  to  gain 
information  in  regard  to  the  studies  to  be 
pursued ;  to  ascertain  what  work  has  been 
mapped  out  by  parents  or  pupils  for  the 
term ;  what  books  and  apparatus  have  been 
provided,  and  whether  anything  in  this  line 
is  still  wanting ;  how  many  classes  must  be 
formed,  and  whether  the  number,  compared 
with  other  terms,  can  be  safely  diminished ; 
and  while  this  investigation  is  going  on,  the 
wise  teacher  will  carefully  observe  the  con- 
duct of  the  pupils  in  the  different  parts  of 
the  room.  He  has  made  no  laws  as  yet. 
Each  pupil  is  a  law  unto  himself,  and  it  m  ly 
be  presumed  that  each  fully  understands  how 
he  should  conduct  himself;  but  this  unre- 
strained and  comparatively  idle  hour  will  be 


48  SCHOOL  KEEPING. 

likely  to  develop  the  real  temper  and  pur- 
pose of  all.  Some  will  preserve  propriety 
of  conduct.  These  can  always  afterwards 
be  trusted  as  loyal  and  reliable.  Others, 
not  malicious  but  roguish,  will  begin  to 
manifest  their  fun,  and  to  practise  their 
jokes.  Still  others,  who  "  don't  care,"  who 
have  come  to  school  to  be  governed,  and  who 
Dride  themselves  upon  their  smartness  in 
breaking  rules  and  evading  punishment,  will 
take  this  opportunity  to  try  their  master. 
The  author  was  once  organizing  a  large  vil- 
lage school,  where  a  few  of  this  class  of  boys 
were  observed  to  jump  from  the  window  and 
return  to  the  room  through  the  door.  They 
had  become  sadly  demoralized  by  the  mis- 
management of  the  previous  master  ;  but  this 
little  trick,  which  violated  no  visible  law, 
was  not  repeated  during  this  administration 
They  found  that  their  sport  was  not  as  enjoy 
able  as  they  had  anticipated. 


HOW   TO   BEGIN.  49 

The  information  obtained  on  all  points 
will  be  valuable  as  the  teacher  proceeds  in 
the  organization  and  management  of  the 
school.  Besides  learning  the  peculiarities 
of  his  pupils  in  temper  and  habit,  he  will 
find  too  many  different  studies  and  too  many 
different  editions  of  books,  requiring  too  many 
recitations  for  each  day,  and  will  make  every 
possible  effort  to  reduce  them. 

But  the  teacher  must  not  act  rashly  in 
this  matter.  Frequently  parents  have  pro- 
vided the  books  and  given  express  orders 
that  they  must  be  used  in  the  school.  In 
such  cases,  it  will  be  wise  to  visit  these 
parent-:,  and  to  explain  to  them  the  situa- 
tion, and  give  them  good  reasons  why 
chancres  should  be  made.  He  can  show 
them,  and  make  them  believe,  that  it  will  be 
for  the  interest  of  all  parties  to  drop  a 
study  for  the  time,  or  to  purchase  a  new 
book,  in    order  to    form    fewer   and    larger 


50  SCHOOL   KEEPING. 

classes,  and  give  more  time  for  recitation. 
A  world  of  trouble  may  be  saved  by  such 
confidential  consultations  with  parents  rela- 
tive to  the  interests  of  the  school.  But  he 
finds  that  not  only  books  are  wanting,  but 
apparatus.  There  are  no  blackboards,  or 
reading  charts,  or  maps,  or  globes,  or  dic- 
tionary in  the  school-room.  Here  is  another 
serious  matter  for  consultation  with  parents. 
But  this  deficiency  cannot  safely  be  pressed 
now  ;  still,  in  time  the  articles  may  all  be 
secured  by  patient  and  judicious  manage- 
ment. I  will  here  venture  another  sugges- 
tion. After  explaining  to  all  interested  the 
desirableness  of  a  complete  outfit  of  "tools 
to  work  with"  in  every  school-room,  propose 
a  small  contribution  by  parents  and  pupils 
(offering  your  "quarter")  to  purchase  a  map 
or  a  globe.  This  may  be  made  popular 
and  successful.  By  and  by,  when  the  favor- 
able  opportunity   comes,   get  up    a    school 


HOW   TO   BEGIN.  51 

exhibition,  or  a  spelling  match,  and  charge  a 
small  admittance  fee,  with  the  understanding 
that  the  avails  will  be  appropriated  to  pur- 
chase some  other  needed  article.  By  such  a 
method  not  only  will  the  object  be  accom- 
plished, but  new  interest  and  enthusiasm  will 
be  awakened  throughout  the  district  in  the 
school  and  its  live  master. 

But  I  have  not  yet  suggested  what  may 
be  done  with  the  mischievous  pupils  who 
have  manifested,  so  early,  a  willingness  to 
annoy  their  teacher.  They  have  broken  no 
rules  ;  for  none  have  yet  been  made.  Hence 
there  is  no  occasion  for  rebuke  or  punish- 
ment. Their  conduct  may  be  a  theme  for 
some  public  remarks  before  the  school,  and 
a  word  of  caution  may  be  spoken.  These 
rogues  should  be  "marked  for  future  refer- 
ence,'* and  a  knowledge  of  their  habits  should 
guide  the  teacher  in  his  arrangements  for 
seating  the  pupils,  and  in  his  subsequent 
treatment  of  them. 


52  SCHOOL   KEEPING. 

In  organizing,  special  attention  should  be 
given,  (1)  To  the  number  of  studies  assigned 
to  each  pupil;  (2)  To  the  adaptation  of 
these  studies  to  the  standing  and  work- 
ing ability  of  each  ;  (3)  To  the  number  of 
classes  to  be  formed  for  daily  recitation. 

First,  no  scholar  should  have,  at  the  same 
time,  more  than  two  or  three  prominent  stud- 
ies. In  the  school  there  should  always  be 
exercises  in  Avhich  all  can  take  part.  These 
will  consume  some  time,  and  the  regular 
recitations  still  more.  Hence,  two  or  three 
regular  studies  (better  two  than  three,  as 
a  rule,  and  sometimes  only  one)  will  be 
enough  for  the  greatest  improvement  of  the 
scholars. 

Secondly,  the  number  and  kind  of  studies 
assigned  should  depend  upon  the  age,  pre- 
vious attainments,  and  known  scholarship 
of  each.  The  subject  and  length  of  lessons 
should  be  measured  by  the  capacity  of  the 


HOW    TO    BEGIN.  53 

scholar  to  learn  perfect  lessons.  The  teacher 
will  have  to  encounter  a  strong  tendency  to 
be  classified  upon  a  different  principle.  One 
will  wish  to  join  the  classes  in  which  are  some 
of  his  special  friends ;  another  will  measure 
his  fitness  to  join  a  given  class  by  the  cu- 
bits of  his  own  height ;  a  third  will  give 
other  reasons  for  his  preference  in  the  choice 
of  classes.  But  the  master  must  not  yield 
to  such  requests.  Eight  here  will  come  a 
severe  test  of  his  professional  skill  in  man- 
agement under  difficulties. 

Thirdly ',  few  and  larger  classes  give 
opportunity  to  awaken  class  pride,  emu- 
lation, and  enthusiasm.  Besides,  the  few 
classes  will  have  more  time  for  careful 
recitation,  which  is  the  only  condition  of 
thoroughess  in  this  exercise.  The  process 
of  education  is  carried  on  through  study 
and  recitation ;  it  can  be  carried  on  in  no 
other  way ;  and  recitation,   as  I  shall  have 


54  SCHOOL   KEEPING. 

occasion  later  to  say,  is  responsible  for  at 
least  half  this  disciplinary  work. 

If,  now,  the  school  has  been  classified  upon 
the  principles  suggested,  and  system  and 
regularity  have  been  secured,  the  time  and 
length  of  each  recitation  should  be  arranged, 
and  with  as  much  care  as  the  time-table  of 
the  Grand  Trunk  Railroad,  otherwise  there 
is  danger  of  more  waste  of  time  and  serious 
collisions  than  the  railroad  ever  knew.  The 
exact  time  for  every  school  exercise  should 
be  fixed  and,  except  for  good  reasons,  un- 
changeable. This  will  induce  study,  pro- 
mote order,  and  prevent  endless  confusion. 

The  final  work  of  organization  is  the  as- 
signment of  seats,  which  is  by  no  means 
unimportant.  In  this  assignment,  regard 
should  be  had  to  the  general  appearance  of 
the  school  as  seen  by  examiners  and  vis- 
itors. The  teacher  should  aim  to  arrange 
a   perfect  tableau  of    its    kind :    boys   and 


HOW   TO   BEGIN.  55 

girls  in  their  own  departments,  large  and 
small  •  so  grouped  as  to  present  at  once 
both  uniformity  and  variety  to  the  eye. 
This  arrangement  may  also  be  consistent 
with  convenience  in  calling  out  classes  for 
recitation,  to  avoid  unnecessary  confusion. 
And  there  must  be  a  separation  of  the 
rogues,  to  avoid  future  trouble,  unless  the 
master  has  already  gained  entire  moral 
control  over  them.  We  have  now  reached 
"the  beginning  of  the  end"  in  organization, 
but  the  work  will  need  readjustment  and 
some     modifications    as     the     school      pro- 


56  SCHOOL  KEEPING. 


III. 

HOW    TO    GOVERN". 

"IT ASTER,  governor,  disciplinarian,  man- 
ager, teacher,  educator,  are  terms  ap- 
plied to  the  man  who  educates  our  children ; 
but  no  one  of  thsm  is  the  appositive  of 
school  keeper.  He  represents  and  embodies 
them  all.  School  keeping  requires  the 
skilful  and  constant  service  of  the  master, 
who  has  rule  or  direction  over  his  pupils  ; 
of  the  governor,  who  controls  with  delegated 
authority ;  of  the  disciplinarian,  who  en- 
forces discipline  or  adherence  to  stated  rules  ; 
of  the  manager,  who  directs  or  manages 
so  as  to  turn  to  the  best  account  all  the 
appliances  and  influences  within  his  reach ; 
of  the  teacher,  whose  special  business   is  to 


HOW   TO   GOVERN.  57 

impart  instruction;  of  the  educator,  who 
"repeatedly,  persistently,  and  permanently 
draws  forth,"  cultivates,  and  directs  the 
faculties  of  body,  mind,  and  soul. 

Now,  in  dealing  with  the  methods,  or 
"hows,"  of  school  keeping,  I  shall  take 
this  broad  and  comprehensive  view  of  the 
subject,  and  shall  aim  not  only  to  point 
out  the  right  way  to  do  the  right  things, 
but  to  show  how  everything  the  school- 
master does,  or  fails  to  do,  every  word  he 
speaks  or  fails  to  speak,  has  its  influence 
upon  results  and  its  bearing  upon  his  suc- 
cess or  failure.  The  master,  governor,  and 
disciplinarian  must  be  a  successful  man- 
ager, and  the  skilful  manager  is  always  a 
good  disciplinarian,  for  his  success  depends 
almost  entirely  upon  his  management ;  and 
if  he  is  an  apt  and  skilful  teachar  or  edu- 
cator, it  may  be  counted  as  an  additional 
guarantee   of  successful  management.     This 


58  SCHOOL   KEEPING. 

is  indeed  a  broad  subject.  An  able  writer 
has  expressed  my  views  on  this  point  so 
completely  that  I  will  quote  his  own  words  : 
"A  lifetime  of  study,  observation,  and  ex- 
perience cannot  exhaust  its  possibilities. 
When  we  consider  a  single  child,  his  he- 
reditary nature,  his  home  education, — 
received,  it  may  be,  under  antagonistic  pa- 
rental influences, — his  propensities,  facul- 
ties, disposition,  tastes,  habits,  will,  his 
outdoor  surroundings ;  then  multiply  these 
by  a  hundred  or  a  thousand,  bring  them 
together  into  a  school ;  their  wills  begin  to 
cross,  their  dispositions  to  clash,  their  pro- 
pensities to  project,  —  what  complexity  is 
here !  Who  can  bring  order  out  of  this 
chaos?  Who  can  so  mould,  and  guide,  and 
govern,  and  direct,  that  these  wills  shall  be 
rightly  disciplined,  these  dispositions  har- 
monized, and  these  propensities  turned  in 
the   right    direction?     Where   is    the    pilot 


HOW   TO   GOVERN.  59 

that  can  steer  his  bark  safely  and  surely 
through  all  these  conflicting  waves  and  cross 
seas,  when  he  is  liable,  at  any  moment,  to 
have  a  parental  flaw  strike  him  in  his  hour 
of  need?  What  methods  shall  he  adopt  to 
round  off  the  projections  and  irregularities 
of  his  pupils'  natures,  and  make  all  things 
move  smoothly  and  harmoniously?  His 
action  upon  them  must  be  as  constant,  as 
gentle,  as  forcible,  as  unyielding,  as  the 
action  of  the  water  upon  the  rocks  and 
pebbles  of  the  sea-shore." 

Among  the  "  hows  "  of  school  keeping  now 
to  be  discussed  are  : 

( 1 . )     How  to  express  one's  own  personality. 

This  first  how  to  govern  a  school  is  an- 
swered by  the  very  presence  of  the  true  mas- 
ter or  mistress.  If  one  of  nature's  own, 
born  and  educated  to  rule,  his  character,  as 
manifested  to  his  pupils,  is  a  controlling 
power.      His    general  bearing,   self-posses- 


60  SCHOOL  KEEPING. 

sion,  the  expression  of  his  eye,  the  tone  of 
his  voice,  his  cheerfulness,  patience,  evident 
sympathy  and  kindness  of  heart,  are  power- 
ful aids  to  discipline.  Whether  he  sits, 
stands,  or  walks  in  the  presence  of  his  school, 
he  sways  a  sceptre  which,  though  unseen,  is 
constantly  felt.  The  very  atmosphere  which 
surrounds  him  is  pregnant  with  authority. 
Though  he  speaks  not  a  word  of  command 
or  rebuke,  order  and  industry  everywhere 
prevail. 

Such  a  master  is  reasonable  u  in  all  his  re- 
quirements ;  just  in  all  his  demands  ;  decided, 
but  never  arbitrary  ;  unyielding,  but  as  gen- 
tle as  a  lamb  ;  mild,  but  firm.  These  charac- 
teristics are  the  natural  expression  of  himself, 
and  they  exert  a  moral  force  that  cannot  be 
resisted.  "We  must  have  a  superior  man," 
said  a  superintendent  to  me  to-day ;  "  for  this 
school  will  be  just  what  the  master  makes  it." 
Very  true,  but  is  it  not  equally  true  of  every 


HOW   TO   GO  VEEN.  61 

other  school  ?  The  fact  is  so  generally  con- 
ceded, that  it  crystallized  into  a  proverb  long 
a<ro  :  "As  is  the  teacher  so  is  the  school." 
Hence  the  great  importance  of  this  point  in 
the  discussion  of  our  subject. 

(2.)  How  to  gain  the  affections  and  confi- 
dence of  patrons  and  pupils. 

I  have  briefly  touched  upon  this  subject  in 
another  chapter.  I  recall  it  here,  that  I  may 
duly  emphasize  the  importance  of  the  teach- 
er's intercourse  with  his  pupils  and  patrons 
as  a  means  of  gaining  their  favor  and  co-op- 
eration. In  this  way  I  hope  to  be  able  to 
tide  the  inexperienced  teacher  over  some 
real  difficulties  in  his  arduous  and  responsi- 
ble work. 

I  insist  that  the  master  should  mingle 
freely  and  impartially  with  his  pupils  during 
the  recesses  at  the  school,  and  at  their  homes, 
and  become  intimately  acquainted  with  every 
family  in  the  district.     He  should  visit  these 


62  SCHOOL   KEEPING. 

homes  early  and  often,  not  only  in  view  of 
the  relations  he  sustains  to  them,  but  for  the 
express  purpose  of  strengthening  his  own 
position,  as  a  means  of  securing  his  success. 
How,  then,  shall  the  teacher  conduct  himself 
in  his  unofficial  intercourse  with  the  parents 
of  his  pupils  ?  He  needs  to  know  them  all ; 
he  needs  their  esteem  and  their  confidence. 
How  shall  he  secure  these?  As  he  moves 
around  among  his  patrons,  he  should  show 
no  partiality,  but  admit  the  claims  of  all 
whose  children  are  under  his  care  to  his  in- 
terest and  attention ;  he  should  study  the 
peculiarities  of  each  family,  and  thus  learn 
to  adapt  himself  to  their  circumstances,  tastes, 
and  habits ;  he  should  interest  himself  in 
whatever  interests  them,  individually.  The 
farmer,  mechanic,  sailor,  merchant,  and  pro- 
fessional man  has  each  his  own  special  objects 
and  subjects  of  interest,  and  the  good  house- 
keeper and  mother  has  her  special  tastes  and 


HOW   TO   GOVERN.  63 

partialities.  That  teacher  is  unfortunate  who 
has  not  the  power  to  adapt  himself  to  the 
varying  tastes  of  these  families,  and  to  mani- 
fest a  real  interest  and  sympathy  with  each 
in  whatever  interests  them.  One  will  talk 
of  flocks  and  herds,  another  of  architecture, 
the  third  of  navigation,  the  fourth  of  mer- 
chandise, the  fifth  of  bolids,  deeds,  and  cli- 
ents, or  of  health  and  sickness,  and  the  wife 
and  mother  of  her  dairy,  her  garden,  her 
flowers,  and  her  children.  Each  is  gratified 
to  find  in  the  teacher  an  attentive  and  inter- 
ested listener.  And  to  gain  the  good-will 
and  sympathy  of  his  patrons  in  his  own  work, 
the  teacher  must  share  the  enthusiasm  of  all 
in  their  various  pursuits.  And  he  may  learn 
much  from  them  all.  But  he  will  meet  a 
great  variety  of  political  and  religious  opin- 
ions as  he  moves  about  in  the  district.  One 
is  a  Republican,  another  a  Democrat,  a  third 
a  Mugwump ;  one  is  radical  and  another  is 


64  SCHOOL   KEEPING. 

liberal  in  his  religious  views.  Shall  the 
teacher,  whose  duty  it  is  to  serve  all  his 
employers  with  equal  fidelity,  "become  all 
things  to  all  men,"  and  profess  agreement 
with  each?  By  no  means.  The  man  or 
woman  with  no  fixed  opinions  or  convictions 
on  these  subjects  is  regarded  as  weak  and 
unreliable  ;  if  he  has  opinions  and  is  afraid 
to  express  them,  he  is  a  coward.  The  teacher 
should,  then,  at  proper  times  and  in  a  proper 
way,  be  ready  to  express  his  preferences 
on  such  subjects,  but  in  no  case  should  he 
enter  into  excited  discussions  with  his  pa- 
trons. No  good  can  result  from  such  a  course, 
and  possibly  much  harm.  Common-sense  is 
a  safe  guide  in  all  such  matters. 

Another  point  of  practical  importance  has 
been  raised  by  Mr.  Jacob  Abbott  in  his 
"Teacher";  or,  rather,  he  seems  to  have  set- 
tled it,  so  far  as  his  authority  is  final.  He 
says  :  "  The  young  teacher  should  take  oppor- 


HOW   TO    GOVERN.  65 

tunity  to  ascertain  the  names  and  character 
of  the  different  families  in  the  district ;  their 
ideas  and  wishes  in  respect  to  the  govern- 
ment of  the  school ;  the  kind  of  management 
adopted  by  one  or  two  of  the  last  teachers  ; 
the  difficulties  they  fell  into,  the  nature  of 
the  complaints  made  against  them,  and  the 
families  with  whom  difficulty  has  usually 
arisen.  .  .  .  Such  inquiries  as  these  will 
bring  to  the  teacher's  knowledge  some  cases 
of  peculiarly  troublesome  scholars  or  unrea- 
sonable and  complaining  parents,  and  stories 
of  their  unjustifiable  conduct  on  former  oc- 
casions will  come  to  him  exaggerated  by  the 
jealousy  of  rival  neighbors."  But  how  is  the 
teacher  to  obtain  this  information  in  a  district 
where  all  are  perfect  strangers  to  him  ?  Mr. 
Abbott  answers,  "This  information  must,  of 
course,  be  obtained  in  private  conversation ; 
a  good  deal  of  it  must  be,  from  its  very  na- 
ture, highly  confidential." 
5 


66  SCHOOL   KEEPING. 

Against  such  views  and  such  advice  I 
here  enter  an  earnest  protest.  The  teacher 
may  be  compelled,  as  he  forms  by  degrees 
the  acquaintance  of  the  families  from  which 
his  pupils  are  gathered,  to  learn  from  some 
confiding  mother  or  village  gossip  her 
opinion  of  her  neighbors  and  her  neigh- 
bors' children  ;  but  that  he  should  be  advised 
by  a  practical  educator  to  become  a  gossip- 
hunter  before  he  enters  upon  his  official 
duties,  is  simply  marvellous.  When  the 
information  comes  unsolicited,  I  would  ad- 
vise him  to  listen  with  respectful  attention 
to  all  the  tattlers  have  to  say,  and  to  profit 
by  any  information  they  may  communicate  ; 
but  I  caution  him  not  to  allow  such  idle 
words  to  create  a  prejudice  against  any 
or  to  influence  his  actions  toward  them. 
It  were  much  better  for  the  teacher  and 
the  school  that  he  should  learn  nothing 
from   hearsay  of  the   parents   or   pupils    in 


HOW   TO    GOVERN.  67 

his  district,  and  that  he  should  regard  all 
in  the  most  favorable  light,  as  equally 
trustworthy  and  equally  disposed  to  sus- 
tain him  in  the  work  which  he  has  under- 
taken. He  may  then,  by  judicious  and 
skilful  management,  transform  the  ill-dis- 
posed into  helpers,  and  secure  the  good- 
will, good  behavior,  and  co-operation  of 
all  interested  in  the  school. 

The  teacher  should  talk  freely  with  par- 
ents in  regard  to  the  school  and  his  own 
views  and  methods,  and  avail  himself  of 
every  opportunity  to  impress  upon  them  the 
great  importance  of  careful  oversight  and 
painstaking  in  the  education  of  their  chil- 
dren. I  will  here  repeat,  the  importance  of 
£ainin££  the  confidence  and  <>-ood-will  of 
both  parents  and  pupils  at  the  beginning 
of  school  cannot  be  overestimated.  With- 
out these  their  co-operation  cannot  be  ex- 
pected, and   without   this  co-operation   sue- 


68  SCHOOL   KEEPING. 

cess  is  impossible.  This  is  especially  im- 
portant at  the  beginning,  as  first  impres- 
sions, whether  favorable  or  unfavorable,  are 
usually  lasting.  The  ill-will  of  a  single 
family  will  prove  a  constant  annoyance  to 
the  teacher,  if  not  a  positive  and  serious 
injury  to  the  school.  To  the  same  end, 
the  teacher  should  strive  earnestly  to  awaken 
an  interest  in  the  welfare  of  the  school,  as 
he  moves  about  among  the  parents.  He 
has  them  to  educate  as  well  as  his  pupils, 
and  frequently  they  are  even  more  in  need 
of  his  instructions. 

(3.)  How  to  establish  and  maintain 
authority. 

Authority  is  the  corner-stone  to  all  good 
government.  This  idea  must  be  in  the 
theory  and  practice  of  every  parent  and 
every  master  of  a  school.  There  can  be  no 
effective  discipline  without  it.  The  closing 
sentence  of  Mr.  Jacob  Abbott's  chapter   on 


HOW   TO   GOVERN.  69 

moral  discipline,  in  his  "Teacher,"  reads  as 
follows  :  — 

"Let  it  be  seen,  then,  that  the  constitution 
of  your  school  is  a  monarchy,  absolute  and 
unlimited ;  but  let  it  also  be  seen  that  the 
one  who  holds  the  power  is  himself  under 
the  control  of  moral  principle  in  all  that  he 
does,  and  he  endeavors  to  make  the  same 
moral  principle  which  guides  him  go  as  far  as 
it  is  possible  to  make  it  go  in  the  government 
of  his  subjects."  Again  he  says,  in  another 
connection,  "There  should  be  through  the 
whole  course  of  his  management  the  tone 
and  manner  of  authority,  not  of  persuasion. 
The  teacher  must  be  a  monarch" 

Here  not  only  the  fact  that  the  master's 
authority  is  supreme,  but  the  method  by 
which  it  should  be  established  and  main- 
tained, is  suggested.  These  terms  "  mon- 
archy "  and  "  monarch  "  grate  upon  republican 
ears  and  are  repulsive  to  republican  thought, 


70  SCHOOL   KEEPING. 

because  we  have  always  associated  them 
with  tyranny  and  oppression.  Hence  the 
effort  so  often  made  both  by  teachers  and 
school  boards  to  manage  the  school  as  a 
democracy,  to  abolish  corporal  punishment, 
and  govern  wholly  by  moral  suasion,  reserv- 
ing no  right  to  enforce  authority.  Hence 
the  frequent  collisions  between  parents  and 
teachers  in  consequence  of  the  insubordi- 
nation of  their  children  under  the  regulations 
of  the  school.  Hence  the  disgraceful  rebel- 
lions in  public  schools,  academies,  and  col- 
leges against  constituted  authority.  Still 
Mr.  Abbott's  theory  is  true.  The  govern- 
ment of  a  school  cannot  be  a  democracy ;  it 
must  be  a  monarchy,  whose  sole  power  to 
govern  is  vested  in  one  man  or  woman 
whose  authority  is  absolute.  His  will  is  law, 
and  that  law  must  be  obeyed. 

The    rules    and    regulations   necessary   to 
maintain  an  orderly  school   are  not  numer- 


HOW   TO   GOVERN.  71 

ous,  but  they  must  be  definite  and  definitely 
understood  by  every  scholar  to  secure  uni- 
formity and  harmony  of  action.  They 
should  not  be  abruptly  introduced  before  the 
school  is  organized,  but  should  be  the  out- 
growth from  the  experience  of  the  first 
few  days.  When  a  rule  becomes  necessary 
in  the  working  of  the  school,  such,  for 
instance,  as  that  there  shall  be  no  whisper- 
ing except  at  the  hour  assigned  for  irregu- 
larities, let  that  point  come  up  for  remark 
and  consideration.  Show  the  school  its  im- 
portance, and  secure,  as  you  easily  can,  an 
expression  of  approval.  Then  make  that 
regulation,  and  from  that  hour  enforce  it ; 
so  of  every  other  needed  rule.  Make  no 
laws  that  are  not  to  be  maintained,  and 
maintained  on  the  basis  of  authority.  Let 
there  be  no  misunderstanding  on  this  point. 
But  the  method  of  governing  is  the  theme 
I  am  now  discussing.     Securing  obedience  to 


72  SCHOOL    KEEPING. 

wholesome  regulations  is  the  main  object  to 
be  gained,  —  by  mild  measures  or  severe 
measures,  as  the  circumstances  require. 
Authority  must  be  maintained,  I  repeat ;  and 
sometimes  it  must  be  enforced.  Love,  as  I 
shall  show,  is  the  controlling  element  in  the 
discipline  of  every  school.  That  master 
will  best  establish  and  maintain  authority 
who  has  gained  the  affections  and  confidence 
of  his  pupils.  He  has  acquired  a  personal  in- 
fluence over  them,  has  gained  their  respect 
and  good-will,  and  can  now  depend  upon 
them  voluntarily  to  obey  his  laws.  Yet 
there  must  be  a  tone  and  manner  of  authority 
in  the  bearing  of  the  master,  in  the  whole 
course  of  his  management.  When  the  moral 
fails,  the  legal  must  be  vigorously  applied. 

In  every  school  there  should  be  a  com- 
plete division  of  time,  study  hours,  recita- 
tions, and  recreations.  This  systematic  ar- 
rangement   has    other    important    uses.      I 


HOW   TO    GOVERN.  73 

here  insist  upon  it  as  a  means  of  prevent- 
ing evil ;  of  maintaining  authority  without 
resorting  to  force ;  of  governing  without 
friction. 

The  time  for  study  should  be  marked  by 
the  pointers  on  the  clock-dial,  and  should 
be  sacred  to  that  work.  All  interruptions 
should  be  avoided,  and  quiet  preserved. 
The  time  for  recitation  should  be  equally 
definite  and  equally  guarded.  And  the 
time  for  play,  and  the  necessary  irregulari- 
ties, should  be  also  provided  for.  The  recess 
of  fifteen  minutes  morning  and  afternoon, 
and  occasional  recesses,  say  of  two  to  four 
minutes,  are  as  necessary  as  the  safety-valve 
on  the  steam  boiler.  They  give  opportunity 
to  breathe  the  pure  air,  explode  the  pent- 
up  fun,  to  whisper,  ask  questions,  and  leave 
seats,  and  they  remove  all  excuse  for  inter- 
rupting the  quiet  of  the  hours  devoted  to 
other    purposes.     If   time    is     allowed    for 


74  SCHOOL   KEEPING. 

irregularities,  they  can  safely  be  forbidden 
at  other  times.  Besides,  this  system  and 
order  have  a  moral  power  over  the  school 
that  cannot  be  measured. 

It  is  also  of  great  consequence,  as  a  means 
of  holding  the  supremacy,  that  each  pupil 
should  have  his  time  fully  occupied  and 
his  interest  in  his  studies  thoroughly  awa- 
kened. To  secure  these  results,  great  care 
has  been  taken  in  the  organization  of  the 
school  to  have  just  such  studies  and  just 
so  many  as  are  adapted  to  the  individual 
scholar  and  class  of  scholars.  I  do  not 
speak  of  this,  in  this  connection,  in  view  of 
its  great  importance  to  the  scholars'  pro- 
gress in  study,  but  in  view  of  its  bearings 
upon  school  government.  In  the  school 
where  all  are  busy  and  interested  in  their 
lessons,  there  is  no  time  for  mischief.  Such 
a  school  may  not  be  as  quiet  as  the  school 
that  is  ruled  by  force.     No  matter ;  the  noise 


HOW   TO   GOVERN.  75 

will  do  no  harm,  so  long  as  no  one  hears 
it,  or  is  disturbed  by  it.  The  queen  of  the 
beehive  would  be  very  foolish  to  attempt 
to  quiet  the  hum  of  the  busy  workers  while 
they  are  storing  their  rich  honey  in  the  cells. 
Equally  foolish  is  that  teacher  who  shouts 
"order"  to  his  school,  when  the  only  disor- 
der results  naturally  from  the  zeal  of  earnest 
pupils  learning  their  lessons. 

Again,  the  master  who  has  secured  the 
love  and  confidence  of  his  pupils  can  easily 
bring  them  to  the  hearty  approval  of  what- 
ever he  deems  necessary  or  best  for  the  wel- 
fare of  the  school.  He  can  create  a  public 
opinion  which  will  prove  a  powerful  agency 
to  aid  in  the  exercise  of  his  authority  over 
disorder,  recklessness,  and  rebellion  ;  he  can 
make  popular  whatever  is  right  and  proper 
and  expedient ;  he  can  make  unpopular 
whatever  is  wrong  or  of  evil  tendency ; 
and,  while  he  holds   the   reins   of  supreme 


76  SCHOOL   KEEPING. 

authority,  and  retains  the  right  and  power 
to  act  independently  and  to  enforce  any 
measure  deemed  necessary  for  his  own  se- 
curity or  the  good  of  the  school,  he  may 
so  manage  as  to  bring  about  the  desired 
result  through  the  good-will,  co-operation, 
and  active  aid  of  his  students.  Indeed  that 
is  the  best-governed  school  which  seems 
not  to  be  governed  at  all ;  whose  well- 
arranged  machinery  moves  without  friction 
and  is  self-adjusting ;  whose  master's  hand 
is  never  seen,  and  his  authority  never  felt. 
The  earnest,  well-educated,  and  sympa- 
thetic young  man  or  woman  has  determined 
to  make  a  success  in  keeping  school.  He 
has  sought  the  acquaintance,  secured  the 
friendship,  interest,  and  co-operation  of  the 
parents  at  home  and  the  children  at  school ; 
has  carefully  planned  and  arranged  everything 
that  can  have  a  bearing  upon  the  result, 
and  has  skilfully  appropriated  every  agency 


HOW    TO   GOVERN.  77 

and  influence  that  can  be  brought  to  bear  to 
gain  his  object.  He  is  now  the  master  of 
the  situation,  and  has  only  to  guide  and 
control  the  circumstances  by  which  he  is 
constantly  surrounded.  No  symbol  of  au- 
thority appears,  yet  his  school  is  in  good 
order ;  no  word  of  command  is  given,  yet 
careful  obedience  to  known  laws  is  ren- 
dered ;  no  rewards  for  successful  scholar- 
ship, except  the  consciousness  of  victory 
over  difficulties  and  the  approval  of  mas- 
ter and  friends,  are  offered ;  yet  nearly  all 
the  pupils  are  deeply  interested  in  their 
studies,  and  are  making  rapid  progress  from 
day  to  day.  The  school  so  organized  needs 
little  or  no  aid  from  the  teacher.  Like  the 
well-constructed,  regulated,  and  "wound- 
up "  clock,  it  runs  itself. 

Even  in  such  a  school,  however,  some- 
times the  old  habits  of  disorder,  such  as 
tardiness,     idleness,    whispering,     disobedi- 


78  SCHOOL   KEEPING. 

ence,  lying,  stealing,  and  the  like,  will  occa- 
sionally crop  out ;  but  the  master  has  only 
to  bring  to  bear  upon  them  his  own  moral 
power  and  the  power  of  public  opinion, 
and  they  are  checked  at  once.  He  always 
has  some  interesting  exercise  near  the 
time  for  opening  the  school  to  draw  in 
the  pupils.  If  any  are  not  so  drawn, 
but  fall  into  the  habit  of  tardiness,  he  so 
strongly  impresses  the  better  class  with  the 
importance  of  punctuality,  that  they  frown 
upon  the  offender,  and  he  concludes  to 
come  on  time. 

He  has  removed  the  last  excuse  and  temp- 
tation to  whispering  by  his  short  occasional 
recesses,  for  such  purposes.  Still  some  con- 
tinue to  whisper.  He  now  forms  an  anti- 
whispering  society,  which  soon  embraces 
nearly  all  the  school,  and  thus  public  opin- 
ion, for  a  time  at  least,  crushes  out  the 
evil. 


HOW   TO    GOVERN.  79 

Angry  words  are  overheard  on  the  play- 
ground. This  gives  the  teacher  a  text  for 
some  general  remarks  upon  the  folly  and 
wickedness  of  quarrelling.  The  offender  is 
not  punished,  but  kin'dly  rebuked  and  ear- 
nestly advised  to  live  in  peace  with  all. 
His  name  is  not  called  out  in  public,  per- 
haps is  not  known  to  the  teacher.  Soon 
the  better  class  begin  to  rebuke  such  offend- 
ers. The  number  who  disapprove  increases, 
and  erelong  public  opinion  becomes  so  strong 
that  the  most  careless  and  vicious  are  led  to 
give  up  the  habit. 

A  case  of  theft  is  discovered,  but  the  thief 
is  not  known.  The  wise  teacher  embraces 
this  opportunity  to  lay  the  crime  before  the 
pupils  in  a  repulsive  light ;  and  he  soon  has 
created  so  strong  a  feeling  in  the  school  that 
the  offender  is  ready  voluntarily  to  confess 
his  sin  and  make  restitution.  I  have,  in  my 
own  experience,  met  and  treated  several  cases 


80  SCHOOL    KEEPING. 

of  this  kind,  which  resulted  not  only  in  the 
correction  of  the  habit  in  school,  but  also  in 
the  reformation  of  the  offender.  There  is  no 
more  powerful  agency  for  good  than  an  en- 
lightened and  excited  public  opinion.  Fortu- 
nate is  that  teacher  who  has  learned  how  to 
employ  it,  to  sustain  his  authority  and  con- 
trol his  little  kingdom. 

There  is  another  condition  of  things  which 
must  be  provided  for  in  the  working  of  every 
school,  —  a  state  of  anarchy  and  confusion, 
which  results  from  the  breathing  of  bad  air, 
weariness  from  study,  or  some  other  physical 
cause.  The  evil  cannot  well  be  defined. 
All  we  know,  when  it  is  upon  us,  is  that  the 
fiend  of  disorder  reigns  in  the  school.  The 
important  question  is,  How  shall  we  manage 
to  expel  him,  and  restore  order  and  industry? 
No  ordinary  method  will  accomplish  it.  Pro- 
testing, supplicating,  arguing,  scolding,  or 
whipping  will  not  have  the  slightest  tendency 


HOW    TO    GOVERN.  81 

to  overcome  the  difficulty.  Any  or  all  these 
remedies  will  aggravate  rather  than  remove 

Co 

the  difficulty.  The  enemy  must  be  encoun- 
tered by  "  a  flank  movement."  Divert  the 
attention  of  the  school  by  some  unexpected 
change.  Let  study  and  recitation  be  sus- 
pended ;  tell  or  read  some  anecdote  or 
story  ;  recite  in  concert  the  multiplication- 
table  ;  or  let  the  whole  school  loose  for 
just  five  minutes  by  the  watch,  and  then 
call  them  to  order,  and  you  will  find  that 
a  remarkable  change  has  been  produced  in 
the  minds  and  feelings  of  all,  and  they  are 
ready  to  settle  down  to  good  order  and 
quiet   study. 

Still  again,  the  teacher  who  would  maintain 
his  authority  by  mild  measures  alone  must 
exemplify,  in  his  daily  life,  a  uniform  good- 
will, earnest  sympathy,  and  hearty  generos- 
ity towards  his  pupils  at  all  times  and  every- 
where. I  have  spoken  of  the  importance  and 
G 


82  SCHOOL   KEEPING. 

method  of  gaining  the  affections  of  the  pupils 
as  a  means  of  governing  the  school.  I  now 
speak  of  love  in  the  teacher's  own  heart,  felt 
for  those  intrusted  to  his  care.  This  love  is 
an  active  principle,  and,  when  brought  to  bear 
upon  sympathetic  childhood  and  youth,  it  is 
all-powerful.  Show  the  pupil,  by  personal 
attention  and  kindness,  that  you  are  his  real 
friend,  and  that  all  your  efforts  are  designed 
to  secure  his  best  good,  and  make  him 
believe  it,  and  you  hold  him  subject  to  your 
will  and  control,  anxious  to  gratify  your 
wishes  and  to  work  for  the  good  of  the 
school.  In  him  you  have  gained  a  true 
friend  and  loyal  subject. 

But  do  not  mistake.  This  love  can  never 
be  a  substitute  for  authority  nor  an  obsta- 
cle to  severity  when  the  good  of  the  pupil  or 
the  school  demands  it.  Authority  requires 
obedience,  but  obedience  is  not,  like  the  love 
and  faith  of  childhood,  instinctive.     This  love 


HOW   TO    GOVERN.  83 

is  spontaneous,  but  the  habit  of  submission 
must  be  created  under  discipline.  The  child 
must  be  taught  obedience,  and  the  great 
trouble  is,  many  a  child  at  home  has  never 
learned  this  important  lesson,  and  he  brings 
to  school  only  the  spirit  of  insubordination. 
The  authority  that  must  always  be  the  con- 
trolling power  in  every  well-managed  school 
is  "a  power  behind  the  throne,"  and  is  mild 
and  gentle  in  its  more  effective  aspects. 
When  made  the  basis  of  school  govern- 
ment, it  docs  not  require  the  teacher  to 
assume  sternness  and  severity  towards  his 
pupils,  but  quite  the  reverse  as  a  rule. 
The  more  gentle,  courteous,  and  kind  his 
expressions,  the  more  likely  to  secure  cheer- 
ful obedience.  When  the  pupil  is  at  peace 
and  in  harmony  with  his  master,  reasons  for 
his  requirements  may  be  given,  and  even 
persuasion  may  be  properly  used ;  but  if 
a  question  of  obedience  is  pending,  no  vea- 


84  SCHOOL   KEEPING. 

sons  and  no  persuasion  are  allowable.  It 
is  then  simple  submission  to  authority. 
Reasons  should  never  he  given  as  induce- 
ments to  obey,  and  the  teacher  may  never 
parley  with  a  rebellious  scholar. 

But  habitual  kindness,  and  even  indul- 
gence in  whatever  is  beneficial  or  harmless, 
do  not  weaken  authority,  but,  on  the  con- 
trary, increase  the  power  to  control ;  and, 
when  authority  is  properly  exercised,  they 
tend  to  increase  and  strengthen  the  love  and 
confidence  which  the  pupil  cherishes  for 
his  teacher.  The  rule  is,  that  the  obedient 
scholar  may  be  indulged  in  every  line  of 
conduct  that  is  harmless  to  himself  and  the 
school,  but  must  be  restrained  in  everything 
that  is  injurious  or  dangerous.  The  teacher 
who  attempts  to  gain  the  affections  of  his 
pupils  by  gratifying  all  their  wishes,  in  other 
words,  by  laxity  of  government,  will  fail. 
They  may   enjoy   the  indulgence,  but  they 


HOW   TO   GOVERN.  85 

mark  the  master's  weakness,  and  soon  learn 
to  view  his  imbecility  with  pity  and  contempt. 
Indeed  the  only  way  to  gain  the  lasting 
love  and  gratitude  of  pupils  is  to  govern 
them  with  a  firm  and  steady  hand. 

Another  principle  of  great  importance 
underlies  school  government.  All  favors 
bestowed  must  reward  only  fidelity  and 
submission ;  none  can  be  gained  by  dis- 
obedience. Still  further,  privation,  incon- 
venience, or  pain,  as  the  case  may  be,  must 
always  attend  or  follow  the  act  of  trans- 
gression. This  is  according  to  the  divine 
plan,  after  which  family  and  school  govern- 
ment should  be  modelled.  In  adopting  the 
divine  plan  of  government  for  the  school, 
we  must  admit  the  propriety  and  necessity 
of  severe  as  well  as  mild  punishments.  It 
is  a  system  of  love,  and  is  also  a  system 
of  severity,  as  every  transgressor  of  the 
physical    or    moral    law  fully  understands. 


86  SCHOOL   KEEPING. 

God  not  only  has  in  exercise  a  loving  spirit, 
but  he  is  Love  itself.  Yet  His  is  a  govern- 
ment of  law,  of  authority,  and  of  penalty, 
—  of  painful  and  unavoidable  penalty.  It 
would  seem  safe  to  follow  such  a  model ; 
and,  if  we  do,  we  have  once  for  all  set- 
tled the  question  of  corporal  punishment,  — 
of  its  propriety  and  necessity,  at  least  in 
some  cases. 

I  will  proceed,  then,  to  remark,  that  in 
school  government  merited  punishment 
must  be  certain.  The  certainty  more  than 
the  severity  of  punishment  makes  it  effec- 
tive. For  instance,  I  will  again  revert  to 
the  natural  law.  The  child,  unconscious  of 
his  danger,  plunges  his  fingers  into  the  can- 
dle's blaze ;  the  suffering  of  pain  is  the 
penalty ;  and  every  time  this  law  is  vio- 
lated the  suffering  must  be  endured.  But 
he  3oon  learns  to  keep  at  a  distance  from 
this  shining  terror,  and  to  obey  this  physi- 


HOW   TO    GOVERN.  87 

cal  law.  This  penalty,  like  every  other, 
is  only  an  expression  of  the  love  of  the 
infinite  Father.  So  the  schoolmaster  should, 
in  the  exercise  of  his  love  for  his  pupils, 
make  it  sure  that  a  suitable  punishment 
will  follow  every  transgression  of  whole- 
some laws,  when  that  transgression  tends 
to  injure  either  the  individual  or  the 
school. 

And  as  far  as  possible  let  the  punish- 
ment be  the  natural  consequence  of  the 
fault  or  transgression,  as  the  case  may  be. 
To  illustrate :  The  scholar,  carelessly  or 
intentionally,  in  leaving  the  room  at  re- 
cess makes  unnecessary  noise.  Call  him 
back  to  his  seat,  and  ask  him  pleasantly 
to  pass  out  more  quietly,  and  if  he  re- 
peats the  offence,  in  the  smallest  degree, 
require  him  to  return  and  remain  while 
others  enjoy  the  recess.  Another  goes  out 
quietly  for  a  fifteen  minutes'  recess  and  stays 


88  SCHOOL   KEEPING. 

thirty  minutes.  The  next  time  allow  this 
transgressor  only  ten  minutes ;  and  if  he 
violates  still  again,  allow  him  none  at  all. 
Here  the  privation  is  associated  with  the 
fault,  and  the  habit  is  soon  corrected. 

All  punishments  are  designed  to  correct 
the  evil  for  the  benefit  of  the  transgressor 
or  the  school,  or  both.  They  should  be 
mild  or  severe  as  the  case  requires,  but 
may  never  be  vindictive,  nor  administered 
in  anger.  Promptness  and  firmness,  but 
harshness  and  ill-temper  never.  In  one 
instance  a  look  of  disapprobation  corrects 
the  evil ;  in  another,  a  word  of  rebuke ; 
in  a  third,  the  denial  of  some  favor ;  in  the 
fourth,  the  infliction  of  slight  pain ;  in  the 
fifth,  severity  that  will  draw  tears.  But 
in  no  case,  let  me  say  right  here,  may 
the  master  inflict  such  punishment  as  will 
endanger  the  health  or  result  in  any  per- 
manent injury  to  the  scholar. 


HOW   TO   GOVERN.  89 

This  punishment,  as  a  rule,  should  not 
be  delayed.  It  should  follow  the  transgres- 
sion as  speedily  as  possible,  or  it  will  lose 
its  force  and  fail  to  accomplish  its  object. 
Never  let  the  sun  go  down  upon  the  anger 
or  transgression  of  a  pupil  if  you  can  help 
it.  And  always  attend  and  follow  punish- 
ment, of  whatever  kind  or  degree,  with 
attention,  kindness,  and  sympathy.  This 
will  tend  to  win  back  the  offender  to  obe- 
dience and  duty,  and  secure  his  permanent 
reform. 

And  away  with  the  nonsense  that  severe 
punishment,  or  the  use  of  the  rod,  is  in  itself 
an  evil  to  be  deplored,  and  must  be  employed 
only  as  a  "last  resort."  It  is  a  pity  that  chil- 
dren have,  at  home  or  in  school,  been  so  neg- 
lected and  ill-treated  that  such  punishments 
ever  become  a  necessity  in  school  govern- 
ment ;  but  it  is  fortunate  for  the  pupil  and 
the  school  that  this  effective  remedy  for  in- 


00  SCHOOL   KEEPING. 

subordination  is  at  hand,  and  that  the  school 
has  a  master  who  understands  how  to  apply  it. 
Besides,  the  use  of  the  rod  is  the  true  and  only 
remedy  when  it  may  be  used  at  all,  and  there 
can  be  no  substitute.  The  newsboy  makes  a 
misstep  and  falls  under  the  wheels  of  the 
rolling  cars,  and  in  a  moment  is  picked  up 
upon  the  track  with  his  foot  crushed  to  jelly. 
What  is  to  be  done  ?  Here  is  a  desperate  case 
which  requires  a  desperate  remedy.  But  it 
is  a  deplorable  necessity  to  amputate  a  human 
limb  ;  it  should  be  done  only  as  a  "last  resort." 
So  reasons  the  quack  who  is  called  to  treat 
the  case.  Hence  he  orders  bathing  the  poor 
boy's  head  and  leg  in  cold  water  to  allay  the 
burning  fever ;  he  gives  him  brandy  to  keep 
up  his  strength,  and  opium  to  relieve  the  pain  ; 
he  tries  every  mild  remedy  that  has  been 
discovered.  But  the  patient  is  sinking  from 
loss  of  blood,  and  ready  to  die  from  inflam- 
mation which  long  delay  has  invited.     The 


HOW   TO   GOVERN.  91 

fact  is,  amputation  alone  can  save  life,  and 
the  very  nature  of  the  case  admits  of  no 
delay.  What  a  fool  has  this  case  in  hand  ! 
Yet  this  quack  is  no  more  foolish  than  the 
master  who  attempts  to  quell  a  rebellion  by 
persuasion  and  moral  suasion.  These  are 
appropriate  agencies  in  school  government. 
Love  is  a  controlling  power  in  discipline,  but 
they  are  all  worse  than  wasted  if  applied  in  a 
case  like  this.  Without  the  knife  the  patient 
will  die  ;  without  the  rod  the  pupil  is  lost  to 
authority,  lost  to  himself,  and  lost  to  the 
school ;  milder  measures  are  effective  in  other 
cases,  but  not  in  this.  Still  it  is  true  that  the 
school  which  is  properly  managed  under  the 
moral  influence  of  a  skilful  master  seldom 
requires  corporal  punishment ;  and  it  might 
never  be  necessary  if  all  the  children  were 
properly  trained  at  home.  Since  it  is  some- 
times necessary  as  things  are,  it  is  not  only 
the  proper  punishment  but  it  is  merciful  and 


92  SCHOOL   KEEPING. 

hind.  The  appropriate  penalty  for  such 
school  vices  as  profanity,  falsehood,  steal- 
ing, and  the  like  must  be  determined  by  the 
circumstances  of  the  case.  Moral  treatment 
judiciously  and  perseveringly  applied  will 
usually  accomplish  the  object.  A  case  to 
illustrate. 

At  the  hour  of  recess,  when  the  boys 
were  at  their  play,  the  master  was  passing 
and  overheard  profane  language  by  one  who 
had  become  excited  over  his  game.  He 
had  made  no  law  against  swearing,  but  every 
pupil  knew  that  it  was  wicked  to  swear, 
and  no  one  would  justify  the  practice  or  apol- 
ogize for  it.  What  did  he  do  about  it?  In 
answering  this  question  I  shall  indicate  an 
approved  method  of  treating  all  such  offences 
committed  in  school.  At  a  favorable  time 
afterwards,  when  the  day  had  passed  pleas- 
antly and  all  seemed  happy,  the  master 
asked  the    school  to  lay  aside    their  books 


HOW    TO    GOVERN.  93 

a  few  minutes  before  the  time  to  close,  and 
told  them  he  had  something  to  say  to  them 
upon  an  important  subject ;  that  not  long 
since,  in  passing  their  play-ground,  he  had 
accidentally  heard  an  oath  from  the  lips  of 
one  of  the  boys  present,  which  had  caused 
him  much  grief  and  anxiety, — grief  to  learn 
that  any  one  in  his  school  could  so  far  for- 
get himself  and  his  obligations  to  God  and 
his  playmates  as  to  indulge  in  this  low,  sin- 
ful, and  degrading  habit ;  and  anxiety  lest 
this  habit  was  more  common  than  he  knew 
of;  that  his  object  in  calling  up  the  matter 
now  was  not  to  single  out  the  known  of- 
fender and  punish  him,  but  to  have  a  famil- 
iar talk  with  them  on  the  subject,  to  ascer- 
tain how  far  their  views  agreed  with  his  own, 
and  whether  some  measures  could  not  be 
taken  to  put  a  stop  to  such  evil  habits.  He 
then  made  some  general  remarks  upon  the 
folly   and   wickedness   of  swearing,    at   the 


94  SCHOOL   KEEPING. 

close  of  which  he  called  for  an  expression 
of  opinion  as  to  whether  swearing  is  ever 
justifiable,  to  be  decided  by  a  standing  vote. 
Every  pupil  stood  up.  Now  he  inquired 
how  many  present  were  not  in  the  habit  of 
swearing,  or  never  used  profane  language. 
He  urged  them  to  be  honest  with  themselves 
and  him ;  about  one  half  of  the  boys  rose. 
Next  he  asked  all  who  were  willing  to  con- 
fess that  they  did  sometimes  use  profane 
language  to  rise.  Every  one  of  the  self- 
convicted  half  stood  up  again.  Then  came 
the  opportunity  to  extend  his  remarks, 
dwelling  upon  the  evil  consequences  of  the 
habit,  and  how  easy  it  is  to  do  wrong,  and 
how  noble  it  is  to  confess  and  forsake  that 
wrong ;  and  he  requested  all  who  were 
resolved  to  swear  no  more  to  rise.  All 
arose,  and  the  school  was  dismissed.  The 
result  was,  an  anti-swearing  society  was 
formed,  which  attracted  much  attention  and 


HOW   TO   GOVERN.  95 

wrought  such  a  change  in  public  opinion 
that  the  habit  of  swearing  was  virtually 
abolished  for  the  term. 

I  here  recall  an  amusing  anecdote  rela- 
tive to  a  voluntary  association  of  this  kind 
once  formed  by  some  students  at  Dartmouth 
College.  The  "  boys  "  had  fallen  so  deeply 
into  the  habit  of  using  profane  language  that 
they  were  themselves  shocked  in  view  of  it. 
Hence  they  resolved  to  sign  a  pledge  binding 
themselves  to  refrain  from  the  vile  practice. 
The  pledge,  after  setting  forth  the  evil  to  be 
abandoned,  read,  "I  solemnly  pledge  that  I 
will  not  swear  anywhere  this  side  of  '  Mink 
Brook.' "  (Mink  Brook  is  a  small  stream 
crossing  the  main  road,  half  a  mile  south  of 
the  college.)  A  few  days  later,  early  one 
morning,  a  classmate  saw  one  of  the  mem- 
bers of  this  anti-swearing  society  running 
across  the  Common,  and  inquired  of  him  the 
occasion  of  so  great  haste.     He  replied,  "I 


96  SCHOOL   KEEPING. 

am  going  down  over  f  Mink  Brook  to  swear  ; 
I  can't  stand  it  any  longer  !  " 

This  was  not  a  case  for  college  discipline, 
only  a  case  of  conscience.  But  what  a  con- 
science !  It  would  not  allow  the  young  man 
to  break  his  written  pledge,  but  it  would 
allow  him  to  break  his  resolution  to  refrain 
from  swearing,  and  to  indulge  still  in  the 
acknowledged  sin  !  Another  illustration  of 
the  power  of  habit. 

I  will  here  recall  other  cases  illustrating 
the  principles  I  have  laid  down  in  regard  to 
school  government,  and  specify  an  approved 
method  of  treating  them. 

I  once  called  to  account  a  scholar  for 
whistling  in  his  seat  in  study  hours. 
"  What  does  this  mean  ?  "  I  inquired.  Greatly 
agitated,  he  replied,  "i"  did  not  whistle,  it 
whistled  itself."  I  found  the  boy  was  study- 
ing at  the  time,  and  had  no  intention  of 
thus  disturbing  the  school.     He   had  whis- 


HOW   TO   GOVERN.  97 

tied  so  much  out  of  school  that  it  had  be- 
come a  second  nature,  and  he  was  uncon- 
scious of  the  act  until  he  heard  the  whistle. 
Hence  there  was  no  blame,  and  of  course 
no  censure,  except  for  carelessness. 

A  ten -year -old  boy,  very  bright  and 
interesting,  and  usually  correct  in  his  de- 
portment, had  heard  the  master  rebuke 
others  for  whispering,  and  threaten  them,  in 
a  general  way,  with  punishment  if  they  did 
not  stop  it.  Soon  after  he  was  observed 
upon  his  seat,  with  one  eye  upon  his  book 
and  the  other  upon  the  master,  evidently 
whispering.  The  teacher  addressed  him, 
"Charlie,  are  you  whispering?"  Answer, 
"Yes,  sir."  "Did  you  hear  what  I  said 
about  whispering  and  punishment  for  it  ?  " 
Answer,  "Yes,  sir."  "Well,  Charlie,  I  am 
very  sorry  you  have  done  this ;  I  rather 
punish  almost  any  scholar  in  school  than 
you."     Answer,  "  I  would  much  rather  you 

7 


98  SCHOOL   KEEPING. 

would"  with  a  roguish  smile.  The  master 
was  conquered.  He  could  only  say  in  reply, 
"Twill  see  you  later,  and  talk  with  you 
about  this  matter."  His  mistake  was  in 
threatening  punishment  for  an  uncommitted 
act  of  disobedience.  Better  wait  to  learn  the 
exact  nature  of  the  acl,  and  the  circum- 
stances attending  it.  Then  only  can  he 
decide  as  to  the  proper  penalty  (if  any)  to 
be  inflicted.  If  he  has  made  a  threat  to 
punish  a  specified  transgression,  he  must  do 
one  of  two  things, — punish  just  as  he 
promised,  or  manfully  withdraw  his  threat 
and  confess  his  fault.  The  latter  course 
should  always  be  taken  when  he  has  made  a 
mistake.  Mark  here  the  frankness,  honesty, 
and  shrewdness  of  this  boy.  He  told  the 
truth,  confessed  his  fault,  and  made  no  effort 
to  excuse  himself.  The  fact  remained  that 
he  was  a  rogue.  But  roguery  is  much  to  be 
preferred  to  stupidity.     I  have  always  been 


HOW   TO    GOVERN.  99 

on  good  terms  with  my  roguish  scholars. 
I  have  sometimes  dealt  with  them  very 
severely,  but  have  never  lost  their  confi- 
dence or  affection  in  consequence.  This 
"little  man"  deserved  the  highest  commenda- 
tion for  his  truth-telling  under  strong  temp- 
tations to  deceive,  and  he  deserved  a  gentle 
rebuke  for  disregarding  the  rule  and  wishes 
of  his  master. 

In  my  school  of  a  hundred  pupils  on  Cape 
Cod,  I  found  many  rogues,  some  small  and 
some  large.  One  of  these,  who  would  mea- 
sure at  least  six  feet,  one  day  asked  per- 
mission to  speak.  He  never  did  anything 
contrary  to  law,  without  permission,  but  in 
his  very  obedience  he  aimed  to  make  fun,  and 
was  at  times  willing  to  annoy  the  master  in 
that  way.  On  this  occasion  I  allowed  him 
to  speak.  He  left  the  back  seat,  came  to  the 
front  seat  and  sat  down  beside  a  little  six- 
year-old   girl,   and  commenced  conversation 


100  SCHOOL   KEEPING. 

with  her.  The  attention  of  the  whole  school 
was  fixed  upon  this  tableau.  I  looked  him 
fully  in  the  face,  and  waited  until  he  had  fin- 
ished, when  I  said  in  the  presence  of  the 
school,  "  Sweet,  you  see  how  ashamed  that 
little  girl  appears."  The  pupils  cheered,  and 
the  offender  moved  back  to  his  seat  discom- 
fited. Not  another  word  was  spoken.  The 
school  at  once  came  to  order,  and  the  exer- 
cises went  on  quietly  as  before.  But  Sweet 
was  cured  of  his  little  tricks.  By  the  way, 
the  captain  of  a  vessel,  which  had  recently 
come  into  the  harbor  for  winter  quarters,  was 
present  as  a  pupil,  and  Sweet  was  his  "  mate." 
This  was  the  application  of  shame  as  a  pun- 
ishment, which  I  regard  as  appropriate  and 
effective  in  certain  cases.  But  ridicule  and 
sarcasm  are  seldom,  if  ever,  to  be  employed. 
Four  large  boys  were  excused  to  go  home 
an  hour  before  the  school  closed,  on  the  plea 
of  being  needed   by  their  parents  for  some 


HOW    TO   GOVERN.  101 

service.  They  left  the  schoolhouse,  but  in- 
stead of  going  home  they  went  out  upon  the 
hill,  in  plain  sight,  and  commenced  playing 
ball.  The  master  saw  them,  and  sent  out  a 
messenger  and  ordered  the  boys  to  come 
back  to  school.  They  returned  an  insulting 
answer  and  refused  to  come.  I  was  not  that 
master.  If  I  had  been,  I  should  not  have 
sent  for  them.  That  was  a  mistake.  It  was 
much  easier  to  deal  with  them  for  the  first 
offence  than  for  three  offences  together.  In 
the  first  instance,  they  had  left  the  school 
upon  false  pretences.  Hence  they  were  not 
excused  at  all.  If  they  had  been  mine  to 
handle,  I  should  have  asked  them  privately, 
the  next  morning,  to  meet  me  at  noon,  when 
I  would  have  talked  with  them  kindly  but 
firmly,  and  asked  an  apology  before  the 
school.  If  that  had  been  absolutely  refused, 
I  should  have  informed  them  that  they  were 
no  longer  members  of  the  school,  but  that 


102  SCHOOL   KEEPING. 

they  could  return  by  making  a  public  apol- 
ogy and  pledging  propriety  of  conduct  in  the 
future.  In  the  second  instance,  after  they 
had  refused  obedience  and  insulted  the  mas- 
ter besides,  I  should  have  given  them  no 
attention  whatever  in  the  school  after  their 
return.  If  they  behaved  themselves  prop- 
erly, I  should  not  have  turned  them  out,  but 
should  have  entirely  ignored  their  presence. 
No  inside  nor  outside  pressure  could  have 
induced  me  to  allow  these  rebels  to  return 
without  public  and  humiliating  confession 
and  apology.  This  is  one  of  those  cases 
which  cannot  be  dealt  with  on  the  "sugar- 
plum" principle.  Corporal  punishment  is 
not  the  remedy  in  this  instance,  but  suspen- 
sion, which  would  result  in  expulsion,  unless 
the  offenders  came  to  my  terms  and  gave  me 
satisfaction. 

A  boy,  fifteen  years  of  age,  had  entered 
my  academy  from  New  York.     On  his  way, 


HOW   TO   GOVERN.  103 

while  stopping  at  a  hotel,  he  had  mastered 
his  step-father  in  a  personal  encounter.  He 
was  idle,  impudent,  bold,  and  defiant.  He 
attempted  and  expected  to  conquer  his 
preceptor  as  he  had  his  father.  He  was 
very  bright,  and  I  found,  before  I  had  got 
through  with  him,  that  he  had  talents,  and 
a  heart  susceptible  qf  moral  influence.  But 
nothing  was  more  evident  than  that  the 
moral  must  come  after  his  stubborn  will 
had  been  subdued  by  severity.  He  was  a 
rebel  from  the  first,  at  every  corner.  I 
always  treated  him  kindly,  but  he  returned 
kindness  by  insult,  and  watched  his  oppor- 
tunity to  gain  his  point.  His  class  were 
at  recitation.  Unprovoked,  he  grossly  in- 
sulted me  before  the  class.  I  stepped  down 
from  the  desk  and  commenced  talking  with 
him,  when  he  dared  me  to  lay  hands  on  him. 
Such  a  challenge  I  always  accepted  under 
such  circumstances,  and  a  struggle  ensued. 


104  SCHOOL    KEEPING. 

I  was  soon  acknowledged  to  be  his  master, 
and  he  had  stopped  swearing  at  me.  I 
now  took  the  boy  upon  the  stage,  had  him 
sit  at  my  side  until  the  recitation  was  over. 
Then  I  took  him  to  my  room,  and  had  a 
long  and  very  satisfactory  conversation  with 
him.  I  assured  him  that  I  was  his  friend, 
and  had  been  prompted  by  no  other  feelings 
than  friendship,  in  anything  I  had  done ; 
that  I  must  be  master,  and  that  he  must 
yield  to  my  authority  and  treat  me  with 
becoming  respect.  He  agreed  to  all  I  said, 
spoke  of  his  stubbornness  as  a  great  mis- 
fortune, and  admitted  the  necessity  of  being 
subdued.  On  leaving  my  room  he  told 
his  classmates  that  I  was  right  and  he  was 
wrong,  and  that  he  had  not  one  word  of 
fault  to  find  with  his  preceptor.  For  two 
years  afterwards,  in  my  school,  he  was 
uniformly  obedient  and  faithful,  and  for  a 
dozen  years  more,  until  his  death,  he  was 
one  of  my  devoted  friends. 


HOW   TO   GOVERN.  105 

This  was  an  extreme  case,  and  I  relate 
the  circumstances  of  it  to  illustrate  two 
points:  viz.,  that  severity  is  sometimes 
necessary,  and  that  kindness  should  always 
accompany  and  follow  severe  punishment. 
To  have  reversed  this  process  would  have 
proved  a  failure  to  subdue  the  boy,  and  the 
subversion  of  all  authority  in  the  school. 
To  have  expelled  the  boy  might  have  re- 
sulted in  his  ruin.  Severity  was  kindness 
then,  as  it  will  ever  prove  to  be  if  properly 
administered.  Whether  severe  punishments 
are  to  be  inflicted  in  private  or  public, 
depends  entirely  upon  circumstances,  of 
which  we  can  never  know  beforehand.  The 
principles  which  I  have  advocated,  and  the 
good  judgment  of  the  master,  must  settle 
this  question,  one  case  at  a  time. 

What  I  have  said  here  of  the  necessity 
and  propriety  of  corporal  punishment  in  some 
cases    is  in    no  way  inconsistent   with   the 


106  SCHOOL    KEEPING. 

assertion  I  will  here  record,  that  the  skilful 
master,  under  favorable  circumstances,  will 
seldom  or  never  need-  to  resort  to  severe 
punishments.  Nor  have  I  any  words  to 
offer  except  in  condemnation  of  the  severe 
and  cruel  punishments  inflicted  by  some  of 
the  old  schoolmasters.  Both  the  degree 
and  kind  of  punishment  deserve  unquali- 
fied censure.  Jean  Paul  Richter  gives  an 
example,  —  John  Jacob  Hiiuberle,  a  Sua- 
bian  master.  He  was  fifty-one  years  and 
seven  months  employed  as  a  schoolmaster, 
in  which  time  he  "administered  911,527 
strokes  of  the  cane,  124,000  of  the  rod, 
20,989  blows  with  the  ruler,  10,235  boxes 
on  the  ear,  7,905  tugs  at  the  ear,  1,115,800 
blows  with  the  knuckles  on  the  head.  He 
threatened  the  rod,  but  did  not  execute, 
to  1,707  more  children.  He  made  777 
kneel  upon  round  hard  peas,  and  631  upon 
a  sharp-edged    piece   of    wood,   and    made 


HOW   TO   GOVERN.  107 

5,001  ride  a  wooden  horse."  Add  to  all 
this,  ?f  22,763  impositions  (or  tasks),  partly 
in  the  Bible,  partly  in  the  catechism,  and 
partly  in  the  Psalm  book."  And  he  was 
fool  enough  to  keep  the  record  of  his  deeds, 
and  give  it  to  posterity.  What  a  commen- 
tary upon  the  times  in  which  this  master 
lived,  and  his  own  inefficiency !  To  say 
nothing  of  the  excess  of  his  punishments, 
the  boxes  and  "  tugs  "  on  the  ear,  the  blows 
on  the  head,  kneeling  upon  "  hard  round 
peas  and  sharp-edged  wood,"  and  imposing 
tasks,  and  all  this  kind  of  treatment,  can 
have  no  justification  under,  any  circum- 
stances. Threatening  without  executing,  as 
before  intimated,  should  never  be  practised. 
Right  here  let  me  say,  the  teacher  may 
never  provoke  his  pupils  to  break  his  rules 
or  rebel  against  his  authority.  This  is  often 
done  in  various  ways,  but  it  is  inexcusable 
All  acts  of  disobedience  and  rebellion  must 


108  SCHOOL   KEEPING. 

be  treated  from  whatever  cause  they  arise ; 
but  if  the  master  has  provoked  them  by 
his  haughty  bearing  or  unprofessional  man- 
agement, he  must  share  largely  the  respon- 
sibility. 

Another  important  point,  —  the  teacher 
should  improve  every  opportunity  to  com- 
mend the  school  and  the  individual  pupil 
for  worthy  conduct  and  successful  study. 
Such  commendation  has  great  power  over 
the  evil  tendencies  of  school  life.  And  in 
the  midst  of  all  these  conflicts  and  trials, 
the  teacher  should  be  cool,  self-possessed, 
and  unwavering. 

A  similar  course,  modified  by  circum- 
stances, may  be  pursued  in  dealing  with 
every  punishable  school  offence,  while  the 
master  must  hold  firmly  the  reins  of  gov- 
ernment, and  be  prepared  to  treat  every 
mild  or  flagrant  case  of  recklessness  with 
prompt  and  deserved  punishment. 


HOW   TO   TEACH.  109 


IV. 

HOW  TO   TEACH. 

DESIRE  to  repeat,  at  each  standpoint, 
the  inseparable  relation  of  any  one  de- 
partment of  school  keeping  to  every  other. 
In  the  last  chapter  I  dwelt  somewhat  at 
length  upon  "  How  to  Govern  "  ;  but  "  How 
to  Teach  "  is  only  a  branch  of  the  same  sub- 
ject. Indeed,,  good  teaching  is  one  impor- 
tant method  of  governing.  The  whole  pro- 
cess of  teaching  to  think  and  teaching  to 
recite,  of  waking  up  mind,  of  encouraging 
industry,  and  of  fixing  and  holding  the  atten- 
tion of  classes  has  in  view,  as  one  grand 
object,  a  systematic,  orderly,  and  well-regu- 
lated school,  as  means  to  an  end. 

There  must  be  good  order  to  give  oppor- 


110  SCHOOL   KEEPING. 

tunity  for  quiet  study,  and  quiet  study  tends 
to  produce  good  order ;  and  the  skilful  hand- 
ling of  classes  is  directly  instrumental  in 
securing  the  same  result.  Hence  successful 
teaching  is  successful  governing  as  far  as  it 
goes. 

With  this  introduction  I  will  proceed  to 
discuss,  in  a  summary  way,  the  subject  of 
this  chapter.  We  shall  understand  how  to 
teach  when  we  have  thoroughly  learned  the 
design  and  method  of  recitation. 

The  results  of  a  practical  education  are 
illustrated,  not  by  the  golden  cup  filled  to 
the  brim,  but  by  the  swelling  bud  developed 
into  blossoms  and  ripe  fruit,  through  the  ge- 
nial influence  of  light,  heat,  and  moisture. 
Education  is  not,  as  I  have  already  said,  the 
storing  of  knowledge,  but  the  development 
of  power,  through  exercise.  Study  and  reci- 
tation are  the  chief  agencies  to  be  employed 
in  this  process  of  training.     Study  is  syste- 


HOW   TO   TEACH.  Ill 

matic  thinking,  and  to  teach  the  pupil  how  to 
study  is  of  the  first  importance.  To  do  this 
successfully  the  teacher  must  arrange  defi- 
nite study  hours  and  maintain  perfect  order 
to  give  opportunity  for  quiet  thought ;  must 
assign  only  such  studies  and  lessons  as  are 
adapted  to  the  scholar's  capacity ;  must 
awaken  his  enthusiasm  and  fix  and  hold  his 
attention  upon  a  given  subject ;  must  with- 
hold all  unnecessary  helps ;  and  must  teach 
him  to  study  thoughts  and  subjects,  in- 
stead of  words  and  books.  In  this  way  the 
habit  is  gradually  formed  and  the  foundation 
for  successful  mental  culture  is  laid. 

The  relative  importance  of  recitation  as  a 
disciplinary  agency  is  seen  in  its  practical 
bearing  in  every  department  of  life.  The 
child  learns  to  walk  by  walking.  This  act 
requires  the  exercise  of  his  muscles,  which, 
in  time,  results  in  growth  and  the  develop- 
ment  of  strength.      He   learns   to   talk   by 


112  SCHOOL   KEEPING. 

talking,  and  this  is  only  the  practise  of  vocal 
gymnastics.  The  mechanic  learns  to  use  his 
tools  by  using  them.  He  could  never  ac- 
quire the  ability  to  build  a  house,  construct 
an  engine,  or  make  a  watch,  by  reading 
books  or  hearing  lectures  upon  the  subject. 
He  must  practise  again  and  again  what  he 
has  learned  from  the  master  workman,  be- 
fore he  can  become  efficient  and  skilful. 
The  musician  gains  a  wonderful  ability  to 
use  the  voice  and  instrument  only  by  years 
of  earnest  and  persistent  recitation.  The 
orator,  whose  eloquence  sways  the  multitude 
as  the  wind  the  nodding  forest,  has  gained 
his  power  also  by  practice.  And  the  im- 
portant art  of  easy  and  graceful  conversa- 
tion and  elegant  composition  is  acquired 
only  by  conversing  and  composing.  Indeed 
the  whole  process  of  physical,  intellectual, 
and  moral  culture  depends  upon  this  same 
principle,  —  the   exercise  of  the  muscle   or 


HOW   TO   TEACH.  113 

faculty  to  be  developed ;  the  repetition  of 
some  act  of  a  muscle  or  faculty,  as  a  means 
of  acquiring  ability  and  skill  in  the  use 
of  it.  Hence  the  gymnast,  by  constant 
drill,  not  only  develops  symmetry  and  beauty 
of  form,  but  agility  and  precision  of  move- 
ment that  is  wonderful.  The  student,  by 
constant  and  systematic  thinking,  learns  to 
think,  and  the  good  man's  character  is 
moulded  and  matured  by  the  practice  of 
virtue. 

Well-conducted  school  recitations  induce 
study.  Without  them,  studying,  as  a  habit, 
must  be  fitful  and  superficial.  The  same  re- 
sult follows  looseness  and  irregularity  in  con- 
ducting recitation.  Let  it  be  understood  by 
the  class  that  the  teacher  has  adopted  the  in- 
excusable practice  of  occupying  the  hour  in  a 
display  of  his  own  knowledge  of  the  lesson,  or 
will  be  sure  not  to  call  upon  a  given  section 
of  the  class  except  on  certain  days,  and  but 

8 


114  SCHOOL   KEEPING. 

little  attention  will  be  given  to  the  lessons  of 

those  days.     Prof.   H always   began  to 

call  up  the  freshman  class  in  chemistry  at  one 
end  of  the  front  seat.  He  never  called  more 
than  one  third  of  the  "  boys  "  at  any  recitation, 
but  passed  on  with  the  second  third  the  second 
day,  and  finished  the  last  section- the  third 
day,  and  then  returned  to  repeat  the  routine. 
Hence  it  was  soon  understood  that,  two  days 
out  of  three,  there  was  no  danger  of  being 
called  to  recite.  But  one  day  the  professor 
forgot  himself,  and  began  at  the  other  end  of 
the  class,  and  called  "Hoskins."  At  first  ho 
did  not  rise,  and  was  called  a  second  time, 
when  he  jumped  up  in  great  confusion,  and 
said,  "  Excuse  me  ;  I  did  not  expect  to  recite 
to-day,  and  have  not  studied  my  lesson." 
This  case  serves  to  illustrate. 

Another  advantage  of  personal  and  accu- 
rate recitation  is  to  give  distinctness  and 
vividness  to    acquired  knowledge ;  to   fix  it 


HOW   TO   TEACH.  115 

in  the  memory,  and  render  it  available  for 
future  use.  No  lesson  is  thoroughly  learned 
until  it  is  recited.  By  recitation  the 
thoughts  which  were  crude  and  half-formed 
are  made  sound  and  ripe  ;  those  that  were 
seen  in  the  distance  are  brought  near ;  those 
that  were  doubtful  are  made  certain.  In 
this  way  the  mind  is  furnished  and  invig- 
orated for  the  service  of  practical  life. 

Again,  recitation  bears  an  important  rela- 
tion to  instruction,  and  it  is  necessary  for 
the  teacher  to  understand  both  this  relation 
and  the  distinction  between  them.  Recita- 
tion, like  study,  is  exclusively  the  scholar's 
work,  while  instruction  belongs  to  the 
teacher.  Study  is  the  art  of  acquiring,  the 
exercise  of  the  mind  in  search  of  knowledge. 
Recitation  is  the  art  of  expression  ;  and  it  is 
quite  as  important  to  gain  the  power  of 
accurate  expression  as  to  gain  the  knowl- 
edge itself.     Instruction  has  a  much  higher 


'^P*  OF  THB^^ 

UHI7EB3IT 


116  SCHOOL   KEEPING. 

mission  to  perform  than  merely  to  impart 
knowledge ;  it  must  also  inspire  thought, 
induce  and  direct  study,  and  impart  enthu- 
siasm. Instruction,  if  it  is  properly  given, 
aids  the  pupil  in  self-application.  Recitation 
fails  of  its  object  as  far  it  fails  to  cultivate 
the  habit  of  correct  expession.  And  the 
teacher  must  ever  bear  in  mind  that  mental 
discipline  is  the  primary  object  of  study, 
instruction,  and  recitation. 

We  come  now  to  methods  of  conducting 
recitation.  "Method,"  says  Payne,  "is  a 
special  mode  of  administering  an  art,  and  an 
art  is  a  practical  display  of  science."  This 
is  true  as  applied  to  education.  The  teach- 
er's mode  of  exhibiting  the  notions  of  his  art, 
is  his  method,  good  or  bad,  as  it  may  be. 

Now  a  good  method  of  recitation  or  in- 
struction must  be  in  accordance  with  nature. 
And  if  the  teacher  is  to  deal  with  children, 
or   indeed  with  pupils  of  higher  grade,  he 


HOW   TO   TEACH.  117 

will  learn  his  most  important  normal  lesson 
in  childhood's  home.  Let  him  go  to  the 
play-house  and  the  play-ground,  where  the 
children,  free  and  unrestrained,  exhibit  the 
only  known  example  of  perpetual  motion. 
In  this  school  of  nature  the  child  is  con- 
stantly learning  and  reciting  in  the  most 
effectual  manner.  Kindergarten  is  only  the 
nursery  transplanted  and  reduced  to  system. 
Let  us  examine  this  point  more  carefully. 
What  is  the  child  doing  in  his  wild  round  of 
daily  sport  and  pleasure?  I  answer,  He  is 
studying  and  reciting  "from  morn  till  night." 
His  lessons  are  the  toys,  the  animals,  the 
things,  the  objects  by  which  he  is  sur- 
rounded. These  constantly  engross  his  at- 
tention and  awaken  his  interest.  His  mind 
is  alive  to  everything  his  eyes  behold,  his 
ears  hear,  and  his  fingers  touch.  But  this 
is  not  all.  He  recites  all  these  lessons  to  his 
brother,  or  sister,  or  mother ;  or,  if  he  can- 


118  SCHOOL   KEEPING. 

not  gain  their  attention,  he  directs  his  dis- 
course to  some  animal  or  inanimate  object. 
This  is  the  beginning,  in  Nature's  school,  of  a 
"liberal  education."  "Nature,"  says  Payne, 
"furnishes  knowledge  by  object  lessons,  and 
trains  the  active  powers  by  making  them  act. 
She  makes  the  pupil  learn  to  do  by  doing. 
She  gives  him  no  grammar,  no  compendiums 
of  abstract  principles.  Action  !  action  !  is  her 
maxim  of  training  ;  and  things  !  things  !  are 
the  objects  of  her  lessons." 

When  the  object  fails,  the  picture  attracts 
the  child's  attention,  and  serves  his  purpose. 
He  hails  with  delight  the  monthly  visits 
of  St.  Nicholas,  because  the  interesting 
stories  it  contains  are  forcibly  illustrated  by 
pictures.  He  knows  the  objects  by  sight, 
and  the  pictures  which  represent  them.  He 
never  deals  in  abstractions.  With  the  fact 
and  the  reasons,  so  far  as  he  can  understand 
them,  he  is  satisfied,  and    all   his    acquired 


HOW   TO    TEACH.  119 

knowledge    he    continues    to    rehearse    with 
enthusiasm. 

So  far  the  child  has  dealt  only  with  objects 
and  pictures.  With  them  he  is  familiar. 
He  has  learned  to  speak  their  names  and  to 
describe  their  qualities  and  action.  Noav  he 
is  to  be  introduced  to  the  school,  and  the 
question  is,  how  is  he  to  be  taught  there? 
I  answer,  If  the  child's  interest  is  to  be 
preserved,  if  his  school  is  to  be  made  a 
source  of  pleasure  and  not  of  pain,  if  his 
education  is  to  be  prosecuted  in  the  natural 
and  most  effective  way,  his  school  must  be 
modelled  after  the  home.  He  must  still 
enjoy  much  freedom ;  must  never  be  con- 
fined to  the  school-room,  with  nothing  to  do. 
The  unlettered  child  in  the  nursery  and  play- 
house teaches  us  how  many  blunders  are 
made  and  how  much -harm  has  been  done  by 
false  methods  of  conducting  primary  recita- 
tions at  school. 


120  SCHOOL    KEEPING. 

These  recitations  should  embrace  original 
accounts  of  his  out-of-door  sports  and  adven- 
tures, and  when  not  otherwise  occupied  he 
should  be  allowed  to  draw  and  write  on  the 
slate  or  black-board,  under  the  teachers 
direction ;  and  at  all  times  and  everywhere, 
he  should  be  treated  and  taught  as  a  child. 
And  even  when  introduced  to  books,  the 
child's  recitation  should  be  conducted  after 
the  same  model,  —  having  the  play-house  in 
view.  As  I  have  elsewhere  expressed  it, 
"  The  thing  before  the  sign  ;  words  before  the 
alphabet ;  facts  first,  analysis  afterwards,  and 
the  meaning  always  understood."  Here,  then, 
we  are  naturally  introduced  to  what  is 
termed  the  word  system. 

We  may  first  observe  that  the  child,  up  to 
this  point,  has  learned  to  distinguish  not 
only  objects  and  pictures,  but  also  ivords,  and 
to  speak  these  words  as  representing  the 
object   he   sees   or   has   in   mind.      He   has 


HOW   TO   TEACH.  121 

already  learned  the  name  by  sound.  He  is 
now  to  learn  it  by  sight  also ;  and  if  he  has 
learned  all  the  words  in  a  given  sentence  by 
sight,  he  can  read  that  sentence  correctly,  and 
understand  it.  This  is  just  what  I  would 
teach  the  child  to  do.  For  example,  a  sim- 
ple sentence  like  the  following,  containing 
short  and  familiar  words,  may  be  selected 
and  printed  upon  the  black-board  :  "  Mary 
and  Jane  are  two  bright  little  girls,  about 
ten  years  old." 

Now  the  class  of  children  are  called  up 
to  read,  not  their  "A,  B,  Cs,"  of  which 
they  know  nothing  and  care  as  little,  but  a 
word  lesson,  whose  sound  and  meaning  they 
already  understand.  They  do  not  yet  know 
them  by  sight.  This  is  the  third  step 
in  the  process  of  object  teaching,  namely, 
(1)  The  object,  Mary;  (2)  The  picture  of  a 
little  girl  called  Mary;  and  (3)  The  word 
"Mary." 


122  SCHOOL   KEEPING. 

The  class  all  know  the  object  and  the 
picture,  and  now  the  ivord  is  to  be  learned 
by  sight.  Let  K  Mary  "  be  printed  below,  by 
itself,  at  the  beginning  of  a  new  line,  and  let 
the  class  be  drilled  upon  that  word  until  it  is 
as  easily  recognized  as  the  person  or  picture. 
Next  print  "  and  "  after  Mary,  and  exercise 
the  class  upon  "Mary  and"  in  the  same  way. 
Then  print  "Jane  "  after  "and,"  making  the 
phrase  "Mary  and  Jane,"  for  a  repetition 
drill.  In  this  way  continue  to  annex  to  the 
clause,  one  word  at  a  time,  "  are  "  and  "  two  " 
and  "bright,"  until  the  sentence  is  completed, 
making  each  form  of  the  partial  sentence  a 
separate  review  lesson,  dwelling  upon  each 
word  separately,  and  then  reading  the  whole 
line  in  its  order  as  far  as  it  goes.  Thts  pro- 
cess is  recommended  when  there  is  a  black- 
board in  the  school-room,  but  no  reading- 
chart  for  children.  If  there  is  no  black- 
board, use  slates  for  the  same  purpose.     The 


HOW   TO   TEACH.  123 

reader  need  not  smile  at  this  "if";  for  there 
are  many  such  school-rooms  in  our  rural  dis- 
tricts. I  once  heard  the  objection  made  by 
a  w  committee-man  "  to  having  a  black-board 
in  his  school-room,  that  "it  would  take  the 
attention  of  the  scholars  from  their  studies." 
But  every  school  should  have  reading-charts, 
by  the  use  of  which  this  exercise  can  be 
easily  and  successfully  conducted.  In  this 
way  sentence  after  sentence  will  be  rapidly 
learned  and  read  with  ease  and  fluency. 
From  the  black-board  and  the  chart  the  class 
should  be  taken  to  the  primary  reader,  and 
continue  to  recite  words  recognized  at  sight, 
and  fully  illustrated  by  objects  and  pictures, 
and  clearly  defined.  I  would  have  this 
method  continued  until  the  child  becomes  a 
ready  and  intelligent  reader  in  books  adapted 
to  his  age,  before  the  analysis  of  the  word  (or 
spelling)  is  undertaken.  The  child  should 
also    be   required  to   print    and  write    and 


124  SCHOOL   KEEPING. 

define  these  words  as  a  part  of  every  recita- 
tion. 

Another  feature  of  a  well-conducted  reci- 
tation for  children  is  a  rehearsal  of  the  story 
or  item  of  history  which  the  class  has  just 
read.  In  this  process,  spelling  is  taken  up 
by  the  child  as  a  matter  of  interest,  and 
learned  much  more  accurately  and  rapidly 
than  in  the  old  way.  Punctuation  and  use 
of  capitals  become  a  part  of  each  recitation, 
and  the  pupil  progresses  understanding^ 
and  with  increasing  interest  from  stage  to 
stage  in  the  process  of  his  education. 

This  brings  us  to  another  important  result 
of  this  system  of  instruction.  By  reciting  the 
words  and  thoughts  of  others  found  in  books, 
under  proper  instruction,  the  pupil  not  only 
acquires  the  power  of  accurate  expression, 
but  also  the  power  of  thought.  He  learns 
to  think  for  himself,  and  to  express  his 
thoughts   in  his   own   language, — to  think 


HOW   TO   TEACH.  125 

accurately,  compare  readily,  and  speak  grace- 
fully. When  this  power  is  fully  attained,  the 
scholar  is  quite  liberally  educated. 

If  what  I  have  said  of  the  relative  impor- 
tance of  school  recitations  in  securing  these 
practical  results  is  true,  each  pupil  in  every 
class  must  recite  at  every  session,  to  secure 
the  full  benefit  of  the  school.  It  must  fol- 
low, therefore,  that  classes  in  the  common 
school,  academy,  or  college  should  never  be 
large ;  should  always  be  so  small  that  each 
member  can  share  in  every  exercise.  One  of 
my  college  professors  could  easily  handle  a 
class  of  thirty  in  a  single  hour,  but,  as  a 
rule,  a  class  of  ten  is  sufficiently  large  for  an 
hour's  drill.  I  admit  that,  in  many  cases,  the 
evil  of  large  classes  cannot  be  avoided,  but 
it  is  nevertheless  a  serious  evil.  Wherever 
large  classes,  instead  of  smaller  ones,  are 
approved,  there  is  conclusive  evidence  of 
professional  quackery.     Any  arrangement  of 


126  SCHOOL   KEEPING. 

classes  which  renders  a  daily  personal  drill 
upon  the  lesson  impossible  is  a  fruitful 
source  of  indolence  and  superficial  scholar- 
ship, and  must  result  in  irreparable  loss  to 
the  scholar. 

Nor  can  the  Socratic  method  of  conduct- 
ing recitations  be  approved,  as  a  rule. 
Questioning  should  never  take  the  place 
of  recitation,  for  obvious  reasons.  It  is 
useful  sometimes,  in  connection  with  recita- 
tion, to  direct  the  class  to  special  thoughts 
or  topics  which  have  been  overlooked,  and, 
in  examinations  and  reviews,  to  ascertain 
the  scholar's  standing.  It  requires  much 
skill  and  care  to  question  a  class  properly 
when  it  is  allowable.  No  leading  question 
can  be  tolerated  either  in  the  court  01 
school-room.  I  will  here  illustrate  this 
unpardonable  method  of  conducting  recita- 
tion, by  an  actual  example,  once  reported  by 
a  visitor  to   one   of  the    public   schools   in 


HOW   TO   TEACH.  127 

Massachusetts.  The  scholar  was  before  his 
teacher,  with  "Colburn's  First  Lessons"  in 
his  hand,  and  was  called  upon  to  read  the 
following  example :  "  A  man  being  asked 
how  many  sheep  he  had,  said  that  he  had 
them  in  two  pastures ;  in  one  pasture  he 
had  eight ;  and  that  three  fourths  of  these 
was  just  one  third  of  what  he  had  in  the 
other ;  how  many  were  there  in  the  other  ? " 
In  other  words  :  three  fourths  of  eight  is  one 
third  of  what  number?  The  boy  paused, 
looked  wise,  scratched  his  head,  but  said 
not  a  word. 

"  Well,  my  boy,"  said  the  teacher,  "  one 
fourth  of  eight  is  two,  is  n't  it  ?  "  "  Yes,  sir," 
replied  the  boy.  "Well,  if  two  is  one  fourth, 
three  fourths  will  be  three  times  as  many, 
won't  it?"  "Yes,  sir,"  was  the  answer. 
"And  three  times  two  are  six?"  "Yes, 
sir."  "  Well,  if  six  is  one  third,  three 
thirds   will   be   three  times  six,  won't  it?" 


±&$  SCHOOL   KEEPING. 

x<  Yes,  sir."  "  And  then  three  times  six  are 
how  many  ?  "  No  answer.  "  Why,  eighteen," 
said  the  teacher.  And  the  boy  answered 
again,  "Yes,  sir." 

This,  I  admit,  is  an  extreme  case,  and 
occurred  more  than  thirty  years  ago.  Still, 
it  is  a  sample  of  the  kind  of  teaching  that 
may  be  witnessed  to-day  in  many  schools  in 
our  New  England .  Wherever  you  find  the 
teacher  taking  any  part  in  reciting,  you  will 
find  a  relic  of  this  old  barbarism  in  peda- 
gogy. This  is  what  I  wish  to  impress  upon 
my  readers,  that  the  scholar  must  do  all 
the  reciting.  Hence  leading  questions  may 
never  be  asked. 

Another  important  point  here  suggests  it- 
self. Whether  a  question  or  a  topic  is  to  be 
presented,  it  should  be  put  to  the  class 
and  not  to  the  individual,  and  should  be 
put  before  the  individual  is  called  up.  This 
is  important  as  a  means  of  fixing  and  hold- 


HOW   TO   TEACH.  129 

ing  the  attention  of  all,  and  of  giving  each 
the  full  benefit  of  the  class  drill. 

And  the  hour  of  recitation  gives  oppor- 
tunity for  the  cultivation  of  accuracy  of 
thought  and  expression,  which  are  of  the  ut- 
most importance  in  life.  An  anecdote  will 
illustrate  the  result  of  loose  methods  of 
teaching  and  reciting.  A  father  sent  his 
son,  who  had  graduated  from  a  public  school, 
to  a  neighbor's  house  to  borrow  a  barrel, 
in  which  he  proposed  to  confine  his  puppy. 
The  boy  had  no  written  order,  and  hence 
must  rely  upon  the  inspiration  of  the  mo- 
ment for  language  to  express  the  idea  and 
make  known  his  errand.  On  his  arrival  he 
presented  himself  to  the  neighbor,  and  in 
his  embarrassment  in  being  obliged  to  de- 
liver a  little  extempore  speech,  he  said, 
"Mr.  B.,  father  wants  to  borrow  an  empty 
barrel  of  flour  to  make  our  dog  a  hen-coop" 

To  secure  the  advantage  contemplated, 
9 


130  SCHOOL   KEEPING. 

much    care   must    be   taken    in    recitation : 

( 1 )  To  have  the    exact  thoughts  in  mind ; 

(2)  To  have  it  clothed  in  due  form  of  lan- 
guage ;  and  (3)  To  have  it  presented  to  the 
pupil  by  the  best  method.  Nor  is  this  all  that 
is  required.  The  teacher  must  see  to  it  that 
the  answer  to  the  question  is  accurate,  logi- 
cal, and  given  in  appropriate  language.  If 
any  scholar  fails  to  confine  himself  to  the 
question  or  the  subject,  to  arrange  his 
thoughts  in  the  proper  order,  or  to  express 
himself  in  suitable  language,  he  should  be 
required  to  repeat  again  and  again,  until  the 
fault  is  fully  corrected. 

Verbal  recitations  are  of  great  importance, 
and  serve  a  purpose  which  can  be  reached  in 
no  other  way,  but  they  should  be  inter- 
spersed with  written  recitations  to  gain 
an  additional  advantage.  These  bring  the 
scholar  at  once  under  criticism  in  penman- 
ship, spelling,  use  of  capitals,  punctuation, 


HOW   TO    TEACH.  131 

grammar,  and  composition,  none  of  which  can 
be  acquired  in  any  other  way.  Spelling  is 
of  no  use  whatever  except  in  composition, 
nor  can  the  scholar  learn  to  spell  words  cor- 
rectly when  writing  them  unless  he  has  much 
practice.  Hence  spelling  should  be  taught 
mainly  by  writing.  The  art  of  composition, 
which  includes  correct  grammar  and  the 
correct  use  of  capital  letters  and  punctua- 
tion marks,  is  learned  only  by  composing. 
Every  pupil  should,  therefore,  have  some 
daily  exercise  to  be  expressed  in  writing,  and 
be  constantly  drilled  in  this  department,  that 
he  may  become  a  "  ready  writer  "  as  well  as 
a  sound  scholar. 

Still  again  I  will  call  attention  to  the 
hour  of  recitation,  for  the  purpose  of  repeat- 
ing the  declaration  that  it  must  be  sacred  to 
this  special  purpose,  and  that  it  belongs  to 
the  class  only.  The  teacher  has  no  right  to 
spend  any  part  of  it  in  talking,  reciting,  or 


132  SCHOOL   KEEPING. 

lecturing.  There  is  a  time  to  talk,  explain, 
and  lecture,  but  it  is  not  while  the  class 
should  be  reciting. 

Lecturing  bears  the  same  relation  to  edu- 
cation as  reading  and  travelling,  and  is,  in  the 
same  sense,  valuable  for  the  scholar.  In  the 
school-room  it  must  be  confined  to  its  own 
limited  sphere.  Its  object  is  twofold,  viz., 
to  impart  instruction,  and  to  cultivate  in  the 
scholar  the  important  habit  of  listening.  To 
make  the  most  of  the  lecture  hour,  the  pupils 
should  always  be  provided  with  note-book 
and  pencil,  and  should  eagerly  record  every 
important  point  and  thought  in  the  discourse. 
This  will  serve  to  fix  the  attention,  and  aid 
the  memory  in  storing  information,  These 
are  valuable  results,  but  still  more  important 
is  the  habit  of  listening.  That  this  habit  is 
not  formed  in  our  families  and  schools,  we 
have  abundant  evidence  in  the  inattention 
and  heedlessness  of   the    public  assembly. 


HOW   TO   TEACH.  133 

Many  "  hear  but  do  Dot  understand,"  because 
they  have  never  learned  to  listen  to  a  pub- 
lic speaker.  Hence  they  return  from  the 
church  or  lecture-room  without  being  able 
to  tell  so  much  as  the  text  of  the  sermon,  or 
the  subject  of  the  lecture.  Of  course  they 
do  not  know  the  drift  or  substance  of  the 
discourse.  It  should  be  a  special  object  in 
every  school,  to  train  the  scholars  to  the 
habit  of  successful  listening.  How  shall  this 
be  done  ?  I  answer,  let  the  teacher,  when- 
ever he  gives  a  lecture  before  the  school, 
require  them  to  take  notes,  as  suggested,  and 
afterwards  to  recite  the  subject-matter  of  the 
discourse.  In  this  way  they  will  gain  the 
power  to  follow  the  speaker  with  interest  and 
profit.  But  while  questioning  and  lecturing 
are  useful  incidentally,  they  must  not  set 
aside  or  interfere  with  independent  topical 
recitation.  This  is  the  true  method,  as  it 
throws  the  scholar  upon  his  own  resources, 


134  SCHOOL    KEEPING. 

compels  him  to  study,  and  enables  him  to 
acquire  the  power  of  accurate  expression. 
Any  method  of  instruction  that  ignores  self- 
exertion  and  self-instruction  is  false  and 
ruinous  in  its  results.  Thinking  and  reciting 
(I  cannot  repeat  it  too  often)  are  the  only 
means  of  educating.  Hence  to  deprive  the 
scholar  of  daily  recitations  is  to  rob  him  of  an 
"  inalienable  right."  But  "  I  will  get  my  les- 
son, I  will  keep  up  with  my  class,"  says  the 
scholar,  as  he  asks  to  be  excused  for  the  day 
or  the  week,  to  attend  a  circus  or  visit 
friends.  "You  will  not  recite  them,"  answers 
the  teacher,  in  urging  punctuality  at  school. 
"  Admitting  that  you  will  study  your  lessons 
faithfully,  which  is  very  doubtful,  you  will 
then  lose,  at  least,  one  half  the  benefit  of 
the  school  by  your  absence.  Had  you  not 
better  delay  your  pleasure-seeking  and  your 
visiting  to  vacation,  the  time  allotted  to  rec- 
reations?" 


HOW   TO   TEACH.  135 

Another  thought  of  practical  importance. 
The  memory  should  never  be  made  the  de- 
pository of  words  or  symbols.  Thoughts 
should  be  treasured  there.  I  have  known 
teachers  in  high  positions  to  require  the  re- 
cital, verbatim,  of  such  studies  as  history, 
Butler's  analogy,  and  geometry.  The  result 
was,  and  always  is,  the  pupils  become  un- 
thinking parrots,  never  scholars.  They  had, 
in  many  cases,  perfect  recitations,  but  really 
little  or  no  knowledge  of  the  subject  of  the 
lesson.  On  the  other  hand,  I  have  known 
teachers  who  would  never  allow  scholars 
(with  the  exception  of  captions,  definitions, 
and  fixed  rules  of  syntax )  to  repeat  the  lan- 
guage of  the  book,  but  required  them  to  give 
the  thoughts  (in  their  logical  connection) 
in  their  own  language,  subject  to  constant 
criticism  by  the  teacher  and  the  class. 
This  last  is  the  approved  method.  The 
author  of 


136  SCHOOL  KEEPING. 

11  My  country,  'tis  of  thee,  sweet  land  of  liberty," 
early  acquired  the  habit  of  thinking  and 
composing  on  his  feet  or  in  the  saddle. 
He  composed  this  masterly  national  hymn 
and  most  of  his  other  productions  (as  he 
told  me)  while  walking  or  riding.  This 
ability  is  acquired  only  by  practice,  yet 
it  is  very  important  for  every  scholar,  as 
a  means  of  gaining  confidence  and  self- 
possession  when  called  upon  to  testify  in 
courts  of  justice  or  to  speak  in  public.  To 
cultivate  this  habit  the  pupil  should  be  re- 
quired to  stand  in  the  presence  of  the  class 
when  reciting.  Trained  in  this  way,  he  will 
not  be  embarrassed  when  he  rises  to  speak  in 
lyceum  or  other  assembly,  as  the  case  may  be. 
As  I  have  elsewhere  suggested,  I  here 
repeat  the  caution  that  the  teacher  adopt 
some  method  of  recitation  which  will  make 
it  impossible  for  the  scholar  to  know  before- 
hand what  part  of  the  lesson  will  be  assigned 


HOW   TO   TEACH.  137 

to  him.  He  should  know  exactly  the  limits 
of  the  assigned  lesson,  and  the  hour  for  reci- 
tation, that  he  may  be  fully  prepared,  but  he 
should  not  know  in  what  order  the  names  of 
the  class  are  written  upon  the  teacher's  cards, 
or  what  topic  or  question  will  come  to  him. 
This  uncertainty  will  compel  him  to  prepare 
himself  thoroughly  upon  the  whole  subject 
every  time. 

Silent  as  well  as  vocal  recitations  have  a 
place  and  importance  in  every  school.  Fig- 
ures, diagrams,  drawings,  and  paintings  all 
come  under  this  head.  The  scholar  should 
be  required  to  exercise  great  care  in  the 
execution  of  these  lessons  upon  slate,  black- 
board, and  paper.  If  an  example  in  arith- 
metic or  algebra  is  wrought  upon  the  board, 
or  a  page  is  written  in  the  copy-book,  or  a 
map  of  some  country  is  drawn,  see  that  it 
is  well  drawn,  or  require  that  the  work  be 
repeated.      Free-hand    drawing    should    be 


138  SCHOOL   KEEPIKG. 

taught  and  practised  in  every  school,  and 
especially  map-drawing  in  connection  with 
the  study  of  geography,  as  extensively  as 
circumstances  will  allow. 

Many  teachers  regard  the  school  as  a 
kind  of  grist-mill,  into  whose  "hopper"  the 
grist  is  poured  and  all  ground  out  together. 
In  organizing  classes,  assigning  lessons,  and 
hearing  recitations  they  have  no  regard  to 
the  different  capacity,  attainments,  and  dis- 
positions of  the  scholars.  They  classify 
according  to  age,  assign  the  same  lessons  to 
all,  and  when  they  have  heard  the  lesson 
recited  they  suppose  their  work  is  done. 
This  is  a  great  mistake.  Each  class  and 
each  member  requires  special  treatment. 
Each  mind  must  work  if  it  is  to  be  educated. 
Even  genius  can  gain  no  practical  power 
without  the  toil  of  self-culture.  Hence  the 
easy  scholar  must  have  assigned  additional 
and  more  difficult  lessons,  and  receive  less 


HOW    TO    TEACH.  139 

assistance  than  the  dull  scholar,  if  he  is  to 
be  equally  benefited. 

When  the  studies  of  the  classes  are 
properly  assigned  and  the  school  is  in  per- 
fect working  order,  special  attention  must 
still  be  given  to  individual  peculiarities. 
I  will  here  specify  to  the  young  teacher. 
Stimulate  and  press  the  indifferent ;  encour- 
age and  aid  the  timid  and  distrustful ;  put 
upon  the  idle  and  self-sufficient  a  constant 
and  severe  pressure  ;  expose  their  ignorance, 
and  make  them  feel  the  necessity  of  hard 
study,  if  they  would  stand  well  in  their 
classes.  By  these  means  stimulus  and  in- 
struction can  be  so  adapted  to  individual 
peculiarities  that  all  will  be  successfully 
educated. 

If  each  scholar  is  to  cultivate  the  habit  of 
self-reliance  and  independent  thought  and 
action,  he  must  do  his  own  work.  He  may 
be  assisted  so  far  as  necessary  to  save  him 


140  SCHOOL   KEEPING. 

from  discouragement  and  failure,  while  he  is 
doing  his  best  to  master  the  difficulties  in  his 
way,  but  "never  remove  a  difficulty  which  the 
scholar  has  the  power  to  overcome."  This 
ought  to  be  written  in  letters  of  gold  over 
the  desk  of  every  school-room  in  the  land. 
But  how  shall  the  recitation  be  made  at- 
tractive and  interesting  ?  This  is  indispensa- 
ble to  the  attainment  of  the  object  in  view ; 
yet  how  many  fail  to  secure  it.  In  answer- 
ing this  question  briefly,  I  will  first  suggest, 
the  teacher's  success  in  making  the  recitation 
attractive  and  interesting  depends  both  upon 
what  he  is  and  what  he  does.  If  he  is  an 
enthusiast  in  education,  his  enthusiasm  has 
become  contagious,  and  is  manifested  in  the 
deep  interest  felt  by  the  scholars  in  their 
studies.  This  interest  on  their  part  shows 
itself  in  the  recitation-room,  and  will  greatly 
aid  the  teacher  in  making  the  recitation  at- 
tractive.    But,  after  all,  the  recitation  must 


HOW   TO    TEACH.  141 

be  made  interesting  by  the  teacher's  skill  in 
conducting  it.  This  is  the  severest  test  of 
his  ability.  He  must  make  special  prepara- 
tion for  every  recitation ;  must  not  only 
master  every  point  in  the  lesson,  but  study 
variety  and  seek  to  bring  forward  new  illus- 
trations from  day  to  day ;  and  he  must  in- 
spire his  class  by  his  own  earnestness. 

Now,  if  the  teacher  is  all  that  he  ought  to 
be,  he  will  accomplish  this  easily.  When  he 
possesses  the  necessary  qualifications,  enthu- 
siasm is  the  crowning  excellence.  This  in- 
spiration speaks  out  in  his  voice,  glows  in 
his  countenance,  flashes  from  his  eye,  streams 
from  his  fingers,  and  infuses  itself,  like 
leaven,  through  the  whole  school.  As  the 
result,  order  prevails,  fidelity  is  assured, 
earnestnesss  is  awakened,  and  sure  progress 
is  made  at  every  step. 

One  more  suggestion  of  great  importance 
in  this  connection.     So  teach  that  every  ies- 


142  SCHOOL   KEEPING. 

son  may  become  to  the  scholar  a  practical 
lesson  in  life.  If  you  have  taught  spelling 
thoroughly,  your  pupils  will  be  able  to  spell 
accurately  when  writing  a  letter  or  a  compo- 
sition. If  you  have  taught  grammar  to  any 
purpose,  they  will  be  able  "to  speak  and 
write  correctly,"  with  the  proper  use  of  capi- 
tals and  punctuation  marks.  If  you  have 
taught  arithmetic  and  book-keeping  as  they 
should  be  taught,  they  will  be  able  to  apply 
their  principles  to  business  transactions 
whenever  called  upon  to  do  so ;  to  measure 
a  pile  of  wood  or  a  stack  of  hay,  and  estimate 
its  value  in  cords  or  tons ;  to  make  out  a 
bill  of  goods  by  items,  and  give  the  exact 
amount ;  to  write  and  indorse  a  note ;  to 
draw  a  check  or  draft ;  to  cast  interest ;  to 
estimate  discount,  with  all  its  variations 
under  different  circumstances.  There  can  be 
no  other  object  in  studying  these  branches 
(except  the   discipline  they  afford)    but  to 


HOW   TO   TEACH.  143 

enable  the  scholar  to  become  an  intelligent 
business  man  or  woman.  Yet  I  knew  a 
graduate  from  college,  a  principal  of  a 
first-class  New  England  academy,  who  did 
not  understand  what  a  patron  meant  who 
asked  him  w  to  draw  on  him  for  the  amount 
of  his  bill " ;  a  pitiable  illustration  of  the 
inefficiency  of  some  of  our  public  schools. 
Definite,  practical  knowledge  of  every  sub- 
ject taught  should  be  insisted  on.  The 
recitation  should  not  only  be  correct,  but 
thoroughly  understood  by  the  scholar,  not 
only  as  matter  of  fact,  but  in  its  application. 
Showing  the  lack  of  such  instruction,  the 
following  case,  recently  reported  in  a  Boston 
daily  paper,  is  in  point :  — 

"A  school-girl  was  asked  on  returning 
home  one  evening  what  she  had  learned. 
She  replied  emphatically,  *  Angle,  two  times 
many  on  the  pond.'  The  puzzled  family, 
who  failed  to  understand  the  meaning  of  the 


144  SCHOOL  KEEPING. 

lesson,  were  not  able  to  receive  any  further 
elucidation.  It  was,  '  Angle,  two  times 
many  on  the  pond/  and  only  that.  Fi- 
nally, the  mother,  who  was  slightly  anxious, 
sought  the  teacher  for  information,  and  found 
that  the  children  had  been  receiving  a  lesson 
in  simple  geometry,  and  that  they  had  been 
taught  to  say  in  concert,  'An  angle  is  two 
lines  meeting  at  a  point.'  It  was  this  truth 
that  had  left  the  impression  on  the  child's 
brain  of '  Angle,  two  times  many  on  a  pond.'" 
This  reveals  more  than  the  stupidity  of 
the  girl,  if  she  was  stupid,  viz.,  the  inaccu- 
racy of  both  editor  and  teacher.  The  editor 
says,  w  It  was  this  truth  that  had  left  the  im- 
pression on  the  child's  brain."  What  truth? 
That  "  an  angle  is  two  lines  meeting  at  a 
point."  This  is  not  the  true  definition  of 
an  angle.  The  two  lines  which  do  not  meet 
at  a  point  are  as  really  an  angle  as  those  that 
so  meet.  It  is  the  inclination  of  two  lines 
meeting  at  a  point  that  measures  the  angle. 


PHYSICAL   CULTURE.  145 


PHYSICAL   CULTURE. 

HTHE  most  important  and  most  neglected 
part  of  education  is  the  training  of  the 
senses  and  faculties  of  the  body.  In  order 
to  insure  entire  success  this  training  must 
begin  in  infancy,  under  wise  and  skilful  man- 
agement. Exercise  is  the  law  of  growth, 
whether  applied  to  childhood  or  youth,  and, 
if  we  would  secure  systematic  and  healthful 
development,  this  exersise  must  be  regular 
and  moderate  in  degree,  voluntary,  and  in 
the  open  air.  But  in  this  connection  I  have 
to  deal  with  physical  culture  only  in  the 
school,  and  will  here  remark,  it  is  not  enough 
that  the  teacher  sends  out  into  the  world 
young  men  and  women  with  well-disciplined 
minds.  They  should  have  strong,  healthy 
10 


146  SCHOOL   KEEPING. 

bodies    as    well.     Each    organ   and   system 
should  have  full  and  ample  development. 

The  eye  should  be  trained  to  accurate  vis- 
ion and  to  careful  and  discriminating  obser- 
vation. How  many,  for  the  lack  of  proper 
training  of  the  senses,  "  have  eyes  but  see 
not"  !  They  live  in  a  world  of  infinite  vari- 
ety and  beauty,  but  they  see  nothing  except 
such  gross  objects  as  are  forced  upon  their 
attention.  The  changing  aspect  of  the  heav- 
ens, with  its  light  and  "shade,  with  its  gor- 
geous sunset  and  electric  blaze  flashing  from 
the  gathering  cloud,  attracts  their  attention 
only  so  far  as  the  sunshine  or  storm  is  likely 
to  affect  their  pleasure  or  their  business. 
The  floral  display  of  blooming  spring  and 
the  matchless  colors  of  fading  autumn  have 
few  charms  for  them.  They  see  not  the  par- 
adise of  flowers  that  decks  the  earth  they 
tread  upon,  nor  the  glittering  splendor  of 
the  heavens  over  their  heads.     Hence  it  is 


PHYSICAL    CULTURE.  147 

that  nature  has  no  charms  for  the  untrained 
eye.  What  a  loss  of  pleasure  to  human 
life,  in  consequence  of  this  voluntary  blind- 
ness !  Well  may  these  exclaim  with  "  the 
blind  old  bard,"  — 

"  Seasons  return  ;  but  not  to  me  returns 
Day,  or  the  sweet  approach  of  eve,  or  morn." 

And  not  only  pleasure  but  utility  requires 
the  training  of  the  senses.  Observation  is 
an  important  source  of  education.  The 
immediate  knowledge  of  the  external  world 
comes  to  the  mind  through  the  senses  of 
sight  more  than  all  the  other  senses.  Indeed 
every  other  sense  is  powerless  in  dealing 
with  distant  objects  and  their  relations  to 
each  other.  The  cultivated  eye  alone  sees 
these  objects  as  they  are,  and  traces  their 
relations  to  the  universe  of  matter.  Accu- 
rate observation  has  created  the  science  of 
the  material  world. 

How  many  "  have  ears  but  hear  not,"  for 


148  SCHOOL   KEEPING. 

the  want  of  physical  culture  !  They  hear  the 
peals  of  thunder,  the  sound  of  the  falling  cat- 
aract, the  moaning  of  the  wind,  and  all  the 
jargon  and  rattle  of  the  busy  world.  But 
they  hear  not  the  sweet  music  of  nature ; 
they  comprehend  not  the  harmony  of  the 
trained  human  voice  that  gives  eloquence 
its  power  and  song  its  charms ;  they  feel 
not  the  emotions  awakened  through  the 
trained  ear  by  the  touch  of  the  master's 
fingers  upon  the  organ's  keys. 

And  the  other  senses,  taste,  touch,  and 
smell,  are  capable  of  wonderful  improve- 
ment, as  seen  in  the  experience  of  every-day 
life.  One  sense,  under  culture,  assumes  the 
office  of  another.  The  hardness  and  soft- 
ness of  bodies  are  really  discoverable  only 
by  the  sense  of  touch,  yet  we  soon  learn  to 
determine  this  quality  by  the  appearance. 
They  look  hard  or  soft.  The  physician 
learns   to  distinguish  medicines  by  smell  as 


PHYSICAL   CULTURE.  149 

well  as  taste.  The  grocer,  to  determine 
whether  his  cask  is  full  or  empty,  does  not 
look  into  the  "  bung-hole  "  to  see,  but  listens 
to  the  sound  produced  by  a  stroke  upon  its 
side.  The  remarkable  attainments  of  the 
blind  and  deaf  furnish  other  examples  illus- 
trating this  subject.  The  blind  child  reads 
with  his  fingers ;  the  deaf-mute  hears  with 
his  eyes.  We  have  account  of  one  blind  man 
who  discovered  the  blindness  of  a  horse  by 
the  peculiar  sound  of  his  feet  in  walking ; 
and  another,  -who  detected  that  one  eye  was 
blind  by  the  touch,  discovering  the  differ- 
ence in  temperature.  And  often  we  notice 
the  deaf  catching  the  words  of  a  speaker 
by  watching  the  motion  of  his  lips  and  the 
changes  of  his  countenance. 

When  both  sight  and  hearing  are  lost, 
touch  and  smell  come  to  their  relief.  Laura 
Bridgman,  whose  fame  is  world-wide,  has 
from    childhood    been  deprived  of   all    her 


150  SCHOOL   KEEPING. 

senses  except  touch  (or  tact),  and  yet  she 
has  been  taught  to  read,  converse,  and  write 
rapidly  with  her  fingers,  to  distinguish  the 
qualities  of  color  and  sound,  and  to  know 
her  friends.  She  once  discovered  the  pres- 
ence of  her  mother,  who  had  come  a  long 
journey  to  visit  her,  by  handling  her  shawl, 
with  which  she  was  familiar. 

Now  from  this  susceptibility  of  the  senses 
to  extensive  cultivation,  contributing  so 
largely  to  the  happiness  and  usefulness  of 
man,  may  be  argued  the  importance  of 
special  attention  to  this  branch  of  physical 
culture.  Early  attention  should  be  given 
by  every  teacher  to  the  training  of  the 
senses  of  his  pupils.  Especially  should 
they  be  taught  accurately  to  distinguish 
colors  and  shades,  and  to  measure  distance 
and  magnitude  by  the  eye. 

It  is  also  the  duty  of  the  teacher  to  direct 
and  control  the  physical  circumstances  affect- 


PHYSICAL   CULTURE.  151 

ing  his  pupils  while  under  his  special  care. 
He  should  see  to  it  that  they  suffer  no  harm 
from  neglect  or  mismanagement ;  that  the 
conditions  of  school  drill  arc  regulated  by 
the  laws  of  health ;  that  no  injurious  or 
dangerous  punishments  are  inflicted ;  that 
a  full  supply  of  fresh  air,  light,  and  heat  is 
always  provided ;  that  unnatural  postures 
are  not  allowed ;  that  excessive  study  is 
guarded  against  with  great  care.  Still  fur- 
ther, the  teacher  should  encourage  recreation 
and  useful  exercises  as  a  means  of  physical 
development.  Under  this  head  come  school 
gymnastics.  Every  muscle  of  the  body,  as 
well  as  every  faculty  of  the  mind,  must  be 
developed  by  exercise.  Gymnastics,  if  prop- 
erly conducted,  afford  a  systematic  and  uni- 
form development  of  the  whole  body. 

Again,  school  gymnastics  preserve  and 
restore  health.  In  my  own  experience,  as 
principal  of  a  ladies'  seminary  for  twenty- 


152  SCHOOL   KEEPING. 

six  years,  I  relied  upon  this  exercise  more 
than  all  other  means  for  the  healthful  con- 
dition of  the  school ;  nor  was  I  disappointed 
in  the  result.  Seldom  was  severe  sickness 
found  in  the  family.  During  one  year,  it 
is  remembered,  from  September  to  Sep- 
tember, with  some  hundred  boarders,  no 
case  of  illness  occurred  requiring  the  aid 
of  a  physician.  This  is  only  the  natural 
result.  Gymnastics  secure  the  healthful 
flow  of  the  blood,  and  impart  vitality  and 
vigor  to  every  organ,  enabling  it  to  perform 
its  own  functions,  and  life  flows  on  in  unin- 
terrupted harmony.  And  when  disease  has 
disturbed  this  harmony  and  brought  pain 
and  debility  to  every  part  of  the  system, 
health  and  vigor  are  often  restored  by  this 
remedy  alone. 

Still  again,  free  gymnastics  afford  a  charm- 
ing method  of  physical  recreation  to  relieve 
the  weary  mind  from  the  effects  of  toil  and 


PHYSICAL    CULTURE.  153 

the  burdened  atmosphere  of  the  school-room  ; 
tend  to  correct  awkwardness  of  manner  and 
to  cultivate  gracefulness,  by  giving  ready 
control  of  the  muscles,  a  natural  and  digni- 
fied carriage  to  the  body,  and  an  easy  and 
graceful  movement  to  the  limbs  ;  greatly  aid 
in  school  government,  by  securing  unquali- 
fied obedience  to  the  will  and  command  of 
one  master,  and  thus  creating  the  habit  of 
submission,  self-control,  self-government,  and 
self-application,  —  indispensable  in  every 
well-regulated  school ;  and  finally,  correct  the 
ruinous  habit  of  ''  tight  lacing."  Girls  and 
young  ladies  cannot  practise  gymnastics  in 
the  fashionable  dress  which  binds  the  mus- 
cles about  the  waist  so  firmly  that  free  cir- 
culation and  free  respiration  are  impossible. 
The  loose  garb  of  the  gymnast  for  the  time 
releases  the  prisoner  from  her  perilous 
bondage,  and  restores  her  natural  freedom. 
Many  in  this  way  have  been  taught  the  folly 


154  SCHOOL   KEEPING. 

and  sinfulness  of  this  fashionable  method  of 
suicide.  Every  teacher  should  do  all  in  his 
power  to  hasten  the  day  when  "free  air,  free 
dress,  and  free  gymnastics"  the  birthright  of 
every  child  and  youth  in  the  land,  shall  be 
restored.  Then  the  educational  millennium 
will  have  dawned  upon  the  nation  with  the 
hope  of  a  glorious  future. 

With  so  much  as  to  the  theory  and  utility 
of  gymnastics  as  a  school  exercise,  I  will 
complete  this  chapter,  in  compliance  with  the 
earnest  and  expressed  wish  of  many  teachers, 
by  reproducing  exercises  for  practice,  which 
were  first  prepared  by  Prof.  F.  G.  Welch, 
M.  D.,  of  Yale  College,  and  afterwards  pub- 
lished, by  permission,  in  pamphlet  form,  for 
use  in  her  classes,  by  Miss  Mary  F.  Orcutt, 
for  six  years  teacher  of  gymnastics  in  Tilden 
Ladies'  Seminary. 

Most  of  these  exercises  can  be  used  in  any 
school-room,  and  many  of  them  without 
apparatus  and  music. 


PHYSICAL   CULTURE.  155 


GYMNASTICS. 

THE  DIO  LEWIS  SYSTEM. 

General  Principles.  —  Position.  —  Free  Gymnastics.  — 
Various  Movements. — Bean  Bag,  Wand,  Dumb- 
Bell,  Ring,  and  Club  Exercises. 

I  claim  no  originality  here,  so  far  as  the  system 
goes.  For  obvious  reasons,  I  have  scrupulously 
kept  to  the  system.  Most  gladly  do  I  accord  the 
credit  of  its  invention  to  Dr.  Dio  Lewis,  as  one 
eminently  deserving  all  praise,  as  one  who  has  done 
more  for  the  cause  of  physical  culture,  and  the 
physical  welfare  of  men  and  women,  than  any  other 
person.  Thousands  venerate  his  name,  and  will 
continue  to  do  so  through  coming  generations. 

I  trust  my  own  suggestions  and  additions  may 
prove  acceptable.  My  position  as  instructor  in 
three  of  our  first  colleges,  principal  of  a  normal 
institute  for  physical  culture,  and  in  teaching 
thousands  of  both  sexes,  not  only  gives  me  the 
right,  but  enables  me  to  assert  and  suggest  many 
things  from  experience. 


156  SCHOOL   KEEPING. 

General  Principles. 

Position. — Heels  together;  toes  out,  so  that  the 
feet  may  form  a  right  angle;  head  erect;  shoulders 
and  hips  drawn  back;  chest  forward;  hands  natu- 
rally at  sides,  unless  otherwise  specified. 

Time.  —  The  system  of  numbering  in  those  exer- 
cises intended  to  accompany  music,  viz.,  Free  Gym- 
nastics, Wands,  Dumb- Bells,  Rings,  and  Clubs 
(with  the  exception  of  the  Free  Gymnastics,  Short- 
hand, and  the  Anvil  Chorus  in  the  Dumb-Bell 
exercise),  is  this:  Each  number  extends  through 
what  may  be  called  one  strain  of  4-4  music,  or  eight 
accented  and  eight  unaccented  beats,  or  what  in 
marching  would  be  eight  steps  with  the  left  foot 
and  eight  steps  with  the  right;  and  time  is  kept  by 
counting  the  numerals  from  one  to  eight  for  the 
heavy  beats,  and  for  the  light  beats  the  syllable 
"  and." 

FREE  GYMNASTICS. 

The  exercises  under  this  head  are  performed 
without  apparatus,  and  are  arranged  in  three  series 
of  equal  length,  and  a  chorus,  so  that  when  a  class 
shall  have  become  sufficiently  proficient,  each  of 
the  three  series  may  be  performed  at  the  same  time, 
by  different  portions  of  the  class,  and  the  chorus  by 
the  qlass  all  together. 


PHYSICAL   CULTURE.  157 

The  hands  are  to  be  firmly  clinched,  unless  on 
the  hips  or  otherwise  specified.  All  thrusts  are 
from  the  chest,  unless  otherwise  specified. 

First  Series.  —  Hand  Movements. 

1.  Thrust  right  hand  down  from  the  chest  twice; 
left  twice;  alternate  twice;  simultaneous  twice. 

2.  Repeat  No.  1,  thrusting  out  at  side. 

3.  Repeat  No.  1,  thrusting  up. 

4.  Repeat  No.  1,  thrusting  in  front. 

5.  Right  hand  down  once;  left  once;  drum  beat 
(right  a  little  in  advance  of  left)  once;  simultaneous 
once;  same,  out  at  sides. 

6.  Repeat  No.  5,  thrusting  up  and  in  front. 

7.  Right  hand  down  once;  left  once;  clap  hands; 
same,  out  at  sides. 

8.  Repeat  No.  7,  thrusting  up  and  in  front. 

Foot  Movements. 

9.  Hands  on  hips;  divide  a  circle  about  the  body, 
with  a  radius  of  from  two  to  three  feet,  into  eight 
equal  p  irts,  by  stepping  forward,  diagonal  forward, 
at  side,  diagonal  back,  etc.,  with  right  foot,  keeping 
left  knee  straight  and  the  feet  at  right  angles,  ex- 
cept last  two  steps,  bending  right  knee  each  step. 

10.  Repeat  No.  9  with  left  foot. 

11.  Same  movement,  alternating  right  and  left. 


158  SCHOOL   KEEPING. 

12.  Charge  diagonal  forward  with  right  foot,  ad- 
vancing with  three  steps,  bending  right  knee,  left 
straight;  same  on  the  left  side ;  same  diagonal  back 
on  right  side  ;  same  left. 

13.  Repeat  No.  12.  Feet  movements  always  per- 
formed quite  slowly,  with  very  slow  time.  "  Music 
in  the  Air"  is  best. 

Body  Movements. 

14.  Hands  on  hips  ;  twist  upper  body  half  round 
to  right,  then  to  left,  alternately,  stopping  in  front 
on  unaccented  beats. 

15.  Bend  upper  body  to  right  and  left 

16.  Bend  forward  and  back. 

17.  Bend  body  to  right,  back,  left,  front;  then 
reverse,  bending  to  left,  back,  right,  front ;  re- 
peat, becoming  erect  only  on  last  beat. 

Head  Movements. 

18.  Same  as  14,  except  that  the  head  alone  is 
moved. 

19.  Same  as  15,  except  that  the  head  alone  is 
moved. 

20.  Same  as  16,  except  that  the  head  alone  is 
moved. 

21.  Same  as  17,  except  that  the  head  alone  is 
moved. 


PHYSICAL    CULTURE.  159 


Mlcellaneous  Movements. 

22.  Arms  extended  in  front,  thumbs  up,  raise 
hands  about  a  foot,  and  bring  forcibly  to  shoulders. 

23.  Arms  horizontal  in  front  ;  raise  right  hand 
to  perpendicular  over  head  twice  ;  left  twice  ;  alter- 
nate twice,  and  simultaneous  twice. 

24.  Thrust  hands  down,  out  at  sides,  up,  in  front, 
twisting  the  arms  at  each  thrust ;  repeat. 

25.  Repeat  No.  24. 

26.  Thrust  hands  to  floor,  not  bending  knees; 
then  over  head,  rising  on  toes,  opening  hands  at 
each  thrust. 

27.  Hands  at  sides  open;  swing  them  over  head, 
clapping  them;  at  same  time  stepping  right  foot  to 
left,  and  left  foot  to  right,  alternately. 

28.  Stamp  left  foot,  then  right  ;  then  charge 
diagonal  forward  with  right ;  bend  and  straighten 
right  knee,  at  same  time  throwing  arms  back  from 
horizontal  in  front. 

29.  Repeat  No.  28  on  left  side. 

Second  Series.  — Hand  Movements. 

1.  Thrust  right  hand  down  and  up  alternately. 

2.  Repeat  No.  1  with  left  hand. 

3.  Alternate,  right  going  down  as  left  goes  up, 
and  vice  versa. 


160  SCHOOL   KEEPING. 

4.  Simultaneous,  both  down,  then  both  up,  etc. 

5.  Thrust  right  hand  to  right  and  left  alter- 
nately, twisting  body  when  thrusting  to  left. 

6.  Thrust  left  hand  to  left,  and  right  twisting  to 
right. 

7.  Thrust  both  hands  alternately  to  right  and 
left,  twisting  body. 

8.  Thrust  both  hands  to  right  four  times,  to  left 
four  times. 

Foot  Movements. 

9.  Hands  on  hips;  kick  diagonal  forward  with 
right  foot,  three  times,  stamping  floor  on  fourth 
beat;  same  with  left. 

10.  Kick  diagonal  back  three  times  with  right 
foot,  same  with  left. 

11.  Repeat  No.  9. 

12.  Repeat  No.  10. 

Arm  Movements. 

13.  Hands  down  at  sides;  raise  stiff  right  arm 
forward  over  head  four  times;  left  four  times. 

14.  Alternate  four  times;  simultaneous  four 
times. 

15.  Raise  stiff  right  arm  sideways  over  head  four 
times;  left  four  times. 

16.  Alternate  four  times;  simultaneous  four 
times. 


PHYSICAL    CULTURE.  161 

17.  Arms  extended  in  front;  swing  them  back 
horizontally. 

Shoulder  Movements. 

18.  Hands  at  sides;  raise  right  shoulder  four 
times;  left  four  times. 

19.  Alternate    four    times;   simultaneous     four 

times. 

Miscellaneous  Movements. 

20.  Hands  down  at  sides;  open  hands  and  spread 
fingers  four  times;  out  at  sides  four  times. 

21.  Hands  up;  open  four  times;  in  front  four 
times. 

22.  Mowing  movement  from  right  to  left,  and 
left  to  right. 

23.  Hands  on  hips;  throw  elbows  back. 

24.  Bend  body  down  diagonal  to  i  ight,  and  thrust 
right  and  left  hands  down  alternately  as  near  the 
floor  as  possible,  four  beats;  same,  bending  diago- 
nally to  left  side. 

25.  Kepeat  No.  24. 

26.  Swing  arms  around  in  front,  clasping  shoul- 
ders, right  hand  above,  then  left  above  alternately. 

27.  Hands  on  hips,  stamp  left  foot,  then  right 
foot,  charge  diagonal  forward  with  right,  sway  the 
body,  bending  right  and  left  knees  alternately. 

28.  Repeat  No.  27,  diagonal  forward  on  the  left 
side. 

11 


162  SCHOOL   KEEPING. 

29.  Repeat  diagonal  back  on  Ihe  right  side. 

30.  Repeat  diagonal  back  on  the  left. 

Tiiikd  Series.  —  Attitudes  and  Percussion. 

1.  Hands  on  hips;  stamp  left  foot,  then  right; 
charge  diagonal  forward  with  right  foot;  inflate  ihe 
lungs. 

2.  Remaining  in  the  attitude,  percuss  the  upper 
part  of  the  chest. 

3.  Repeat  No.  1,  diagonal  forward  left. 

4.  Repeat  No.  2. 

5.  Repeat  No.  1,  diagonal  back,  right  side. 

6.  Percuss  the  lower  part  of  the  chest. 

7.  Repeat  No.  1,  diagonal  back,  left  side. 

8.  Repeat  No.  7. 

Hand  Movements. 

9.  Hands  clasped  behind  the  back;  raise  and 
thrust  down. 

10.  Hands  down  at  sides,  thumbs  out;  twist 
hands  half  round,  four  beats;  hands  out  at  sides, 
thumbs  back,  twist  hands  half  round. 

1 1 .  Hands  above  the  head,  thumbs  in,  twist  hands 
half  round;  hands  in  front,  thumbs  out,  twist  hands 
half  round. 

12.  Palms  together  in  front,  slide  right  and  left 
hand  forward  alternately,  elbows  straight. 


PHYSICAL    CULTURE.  163 

Shoulder  Movements. 

13.  Hands  down  at  sides;  describe  forward  circle 
with  right  shoulder  four  times;  left  four  times. 

14.  Alternate  four  times;  simultaneous  four 
times. 

15.  Repeat  No.  13,  making  backward  circle. 

16.  Repeat  No.  14,  making  backward  circle. 

Arm  Movements. 

17.  Fists  in  armpifs;  thrust  right  hand  down 
four  times;  left  four  times. 

18.  Alternate  four  times;  simultaneous  four 
times. 

19.  Fists  upon  the  shoulders;  thrust  right  hand 
up  four  times,  left  four  times. 

20.  Alternate  four  times;  simultaneous  four 
times. 

21.  Right  hand  down  from  armpit,  and  left  up 
from  shoulder  four  times;  left  down  from  armpit, 
and  right  up  from  shoulder  four  times. 

22.  Alternately  right  down  and  left  up,  and  left 
down  and  right  up,  one  strain. 

23.  Simultaneous,  both  down,  then  both  up,  one 
strain. 

24.  Hands  down  at  sides;  raise  right  hand  to 
horizontal  in  front  four  times;  left  four  times. 


164  SCHOOL   KEEPING. 

25.  Alternate  four  times ;  simultaneous  four 
times. 

26.  Hands  over  head  j  sway  body  to  right  and 
left  alternately. 

Attitudes. 

27.  Hands  on  hips,  stamp  left  foot,  then  right; 
charge  diagonal  forward  with  right,  looking  over 
left  shoulder. 

28.  Repeat  No.  27,  diagonal  forward  left  foot. 

29.  Repeat  No.  27,  diagonal  back  right. 

30.  Repeat  No.  27,  diagonal  back  left. 

Chorus. 
Music  —  Yankee  Doodle  (always). 

1.  Repeat  No.  1,  first  series. 

2.  Clap  hands. 

3.  Percuss  chest. 

4.  Hop  on  right  foot,  eight  times;  left,  eight 
times. 

5.  Repeat  No.  2;  first  series. 

6.  Clap  hands. 

7.  Percuss  chest. 

8.  Leap  right  and  left  foot  alternately  eight 
times,  both  together  eight  times. 

9.    Repeat  No.  3,  first  series. 
10.    Clap  hands. 


PHYSICAL    CULTURE.  1G5 

11.  Percuss  chest. 

12.  Leap  right  and  left  foot  alternately  in  fiont, 
and  back  (long  step) ,  one  strain. 

13.  Kepeat  No.  4,  first  series. 

14.  Clap  hands. 

15.  Percuss  chest. 

16.  Crossing  feet  one  strain. 


WAND  EXERCISES. 

In  these  exercises  the  hands  are  placed  upon 
the  hips,  unless  occupied  in  holding  the  wand. 
The  wand  is  held  at  the  right  shoulder.  First  sig- 
nal, pass  the  wand  over  in  front,  grasping  it  with 
the  left  hand,  so  that  the  wand  becomes  horizontal 
in  front  of  the  body.  Second  signal,  raise  the  wand 
until  the  arms  become  horizontal  in  front  of  the 
body;  place  the  hands  so  as  to  divide  the  wand  into 
three  equal  parts.  Third  signal,  bring  the  hands 
back  to  sides. 

1.  Raise  the  wand  to  chin  four  times;  keeping 
elbows  high,  last  time  carry  it  above  the  head;  bring 
wand  from  above  the  head  to  chin  four  times. 

2.  Bring  wand  from  above  the  head  to  the  floor 
four  times  without  bending  knees  or  elbows;  to 
back  of  the  neck  four  times. 


160  SCHOOL   KEEPING. 

3.  Bring  wand  from  above  the  head  to  chin,  and 
back  of  the  neck,  alternately,  four  times  each. 

4.  Wand  above  the  head;  on  first  heavy  beat, 
carry  right  hand  to  right  end  of  wand;  second, 
carry  left  to  left  end;  then  carry  wand  back  of  the 
head  to  hips  six  times,  keeping  elbows  straight. 

5.  Carry  wand  from  above  the  head  to  front  as 
near  the  floor  as  possible,  and  back  of  the  head  to 
hips,  four  times  each. 

G.  Carry  wand  from  above  the  head  to  right  and 
left  sides  alternately,  bringing  it  to  a  perpendicular 
position;  elbows  straight.     Do  this  on  half  time. 

7.  First  heavy  beat,  let  go  of  the  wand  with 
the  left  hand,  placing  end  of  wand  upon  the  floor, 
between  the  feet;  second,  place  it  diagonally  for- 
ward on  the  right  side,  the  length  of  the  arm; 
charge  the  right  foot  to  the  wand  six  times;  keep- 
ing right  arm  and  left  leg  straight,  and  wand  per- 
pendicular and  still. 

8.  Vice  versa  on  left  side. 

9.  Repeat  No.  7,  with  longer  charge,  and  the 
charging  foot  remaining  stationary,  the  knee  bends 
and  straightens. 

10.  Vice  versa  on  left  side;  turning  the  left-hand 
thumb  down  on  first  beat;  bring  wand  into  position 
for  No.  11. 

11.  Arms  horizontal  in  front,  wand  perpendicu- 
lar, bring  hands  to  chest  eight  times,  elbows  high. 


PHYSICAL   CULTURE.  167 

12.  Arms  and  wand  same  postion,  bring  wand  to 
right  shoulder  and  left,  alternately,  four  times 
each. 

13.  Hands  upon  front  of  chest;  point  the  wand 
diagonally  forward,  right  and  left  alternately,  forty- 
five  degrees. 

14.  Pointing  wand  diagonally  forward,  right  and 
left  first  strain,  and  diagonally  backward  second 
strain,  charge  diagonally  forward  right,  diagonally 
forward  left,  diagonally  backward  left,  diagonally 
backward  right,  diagonally  forward  left,  diagonally 
forward  right,  diagonally  backward  right,  diago- 
nally backward  left;  four  strains  in  all,  first  two 
wand  points  forward,  last  two  wand  points  back. 
Move  on  half  time. 

l."».  Wand  horizontal  over  head,  right  hand 
front,  left  back;  reverse,  twist  half  time  through 
half  a  strain 

16.  Wand  the  same,  right  face;  bend  over, 
bringing  the  wand  to  a  perpendicular  on  right  side, 
right  hand  up,  four  times. 

17.  Same  movement  on  left  side. 

18.  Same  movement,  alternately,  right  and  left. 

19.  First  heavy  beat,  place  left  end  of  wand 
upon  the  floor  at  the  feet;  second,  place  it  directly 
in  front,  the  length  of  the  arm;  charge  right  foot 
to  the  wand  three  times,  left  three  times. 


168  SCHOOL   KEEPING. 

20.  Charge  right  foot  backward  four  times;  left 
four  times. 

21.  Right  foot  forward  and  back,  same  step, 
four  times;  left  same. 

22.  Rest  first  half  of  strain;  last  half  charge 
right  foot  forward,  same  time  left  back,  left  for- 
ward, right  back,  etc. 

23.  Face  the  front,  carry  the  wand  from  perpen- 
dicular in  front  of  right  shoulder,  left  hand  up,  to 
perpendicular  in  front  of  left  shoulder,  right  hand 
up,  four  times;  fourth  time  carry  it  from  front  to 
back  of  left,  then  carry  it  from  back  of  left  to  back 
of  right  four  times,  fourth  time  from  back  of  right 
to  front  of  right. 

24.  Carry  wand  around  the  body  from  front  of 
right  to  front  of  left,  back  of  left,  back  of  right, 
front  of  right,  repeat,  then  reverse. 

25.  Carry  the  wand  from  front  of  right  to  back 
of  left  four  times;  from  front  of  left  to  back  of  right 
four  times. 

26.  Right  face;  place  left  end  of  wand  upon  the 
floor,  charge  with  right  foot  to  the  right  side,  back 
to  the  left  side  behind  the  left  leg,  same  in  front  of 
left  leg;  vice  versa  left. 

27.  Same  movement  as  No.  26,  right  and  left 
alternately. 

28.  Face  the  front,  wand  in  front  of  chest,  right 


PHYSICAL   CULTURE.  169 

hand  down,  bring  left  down,  right  down,  etc.,  four 
beats;  same  movement,  wand  behind  the  centre  of 
the  back. 

29.  Wand  back  of  centre  of  head,  charge  diago- 
nally forward  right  foot,  raising  right  end  of  wand 
forty-five  degrees,  then  diagonally  forward  left,  rais- 
ing left  end  of  wand  forty-five  degrees.  This  is  done 
the  first  half  of  strain,  during  the  last  half  charge, 
in  same  manner,  only  turn  the  body  more  sidewise, 
keeping  wand  straight  over  head. 

30.  Wand  down  horizontal  in  front,  on  first  beat 
thrust  perpendicular  on  right  side,  next  beat  same 
on  left,  so  on  through  half  strain.  Last  half  in  same 
manner,  only  charge  right  and  left  every  time  the 
wand  is  raised  horizontally  left. 

31.  First  half  of  strain  same  as  first  half  of  last 
exercise;  last  half  throw  wand  horizontally  over  the 
head  on  every  charge. 

DUMB-BELL  EXERCISES. 

In  the  attitudes  of  these  exercises  the  bells  are 
first  brought  to  the  chest,  and  then,  unless  otherwise 
specified,  are  place!  upon  the  hips. 

First  Series.  —  First  Set. 

1.  Bells  down  at  sides,  and  in  same  horizontal 
line,  palms  front,  turn  out  ends  in  four  times.    Atti- 


170  SCHOOL    KEEPING. 

tude.  —  Charge  right  foot  diagonally  forward,  look- 
ing over  right  shoulder;  head,  shoulders,  hips,  and 
left  heel,  in  diagonal  line. 

2.  Elbows  on  hips, bells  forward  and  in  line,  turn 
out  ends  in  four  times.  Attitude.  —  Charge  left  foot 
diagonally  forward,  look  over  left  shoulder. 

3.  Bells  extended  at  sides  and  parallel,  palms  up, 
turn  four  times.  Attitude.—  Charge  i  ight  foot  diago- 
nally back,  and  look  over  right  shoulder. 

4.  Bells  extended  up,  palms  front,  turn  four 
times.  A  ttitude.  —  Charge  left  foot  diagonally  back, 
and  look  over  left  shoulder. 

/Second  Set. 

5.  Bells  at  chest,  thrust  down,  out  at  sides,  up, 
and  in  front.  Attitude.  — Twist  body  to  the  right, 
knees  straight,  bells  extended  up  over  head. 

6.  Eepeat  No.  5,  except  twist  body  to  the  left. 

7.  Bells  down  at  sides,  bring  right  hand  to  arm- 
pit twice,  left  twice,  alternate  twice,  and  both  twice. 

8.  Bells  on  shoulders,  thrust  right  up,  left  up 
both  twice.  Attitude.  —  Stand  on  toes,  bells  over 
head  and  parallel. 

Third  Set. 

9.  Bells  extended  in  front,  palms  up,  turn  four 
times.  Attitude.  —  Charge  right  foot  diagonally 
forward,  and  look  at  left  bell,  which  is  extended. 


PHYSICAL   CULTURE.  171 

10.  Right  bell  up,  palm  in  front,  left  bell  out  at 
side,  palm  up,  turn  four  times.  Attitude.  —  Charge 
left  foot  diagonally  forward,  and  look  at  right  bell, 
which  is  extended. 

11.  Left  bell  up,  right  bell  out  at  side,  turn  four 
times.  Attitude.  —  Charge  right  foot  diagonally 
back,  both  bells  over  head. 

12.  Arms  obliquely  up  at  sides,  palms  up,  turn 
four  times.  Attitude.  — Charge  left  foot  diagonally 
back,  both  bells  over  head. 

Fourth  Set. 

13.  Bells  on  chest,  thrust  right  hand  down,  then 
up,  then  left  down  and  up.  Attitude.  —  Twist  body 
to  the  right,  thrust  right  arm  obliquely  up,  left  ob- 
liquely down,  palms  up. 

14.  Thrust  right  down,  left  up,  left  down,  right 
up,  then  both  down,  both  up.  Attitude.  —  Same  as 
attitude  No.  13,  except  twisting  to  left,  etc. 

15.  Thrust  right  in  front,  left  front,  both  front 
twice.  Attitude.  —  Long  side  charge  with  right  foot, 
left  resting  on  toe,  bells  above  the  head,  arms,  head, 
shoulders,  hips,  and  left  heel  in  same  oblique  plane, 
bells  parallel. 

16.  Bells  out  in  front  and  vertical,  swing  both 
ninety  degrees  to  right  and  back,  left  and  back,  re- 
peat. Attitude. — Same  as  attitude  No.  15,  except 
on  left  side,  etc.  17.  Wing. 


172  SCHOOL  KEEPING. 

17.  Bells  in  front,  bring  forcibly  to  chest  four 
times.  Attitude  —  Arms  folded,  bells  on  chest,  bend 
body  back. 

Second  Series.  —  First  Set. 

18.  Stamp  left  foot,  then  right,  charge  at  the  side 
with  right  foot,  right  arm  obliquely  up,  palm  up,  left 
obliquely  down,  palm  down,  bend  and  straighten 
right  knee  twice;  vice  versa  on  left  side. 

19.  Bells  down  and  parallel  at  sides,  swing  right 
bell  up,  forward  over  head  twice,  left  twice,  alter- 
nate twice,  simultaneons  twice. 

20.  Side  charge  to  right,  right  bell  up,  left  on 
shoulder,  sway  the  body  as  in  No.  18;  vice  versa  on 
left  side. 

21.  Bells  down  at  side,  swing  right  bell  up  side- 
ways over  head  twice,  left  twice,  alternate  twice, 
simultaneous  twice. 

22.  Side  charge  to  right,  both  bells  over  head, 
sway  the  body  twice;  vice  versa  left. 

Second  Set. 

23.  Hands  clasping  bells  together,  describe  cir- 
cle over  head  from  right  to  left,  and  from  left-  to 
right,  alternating. 


PHYSICAL   CULTURE.  173 

Third  Set. 

24.  Stamp  left,  then  right,  long  diagomil  charge 
to  right;  position  as  in  attitude  of  No.  15,  bring  bills 
to  shoulder  and  thrust  up ;  vice  versa  left. 

25.  Bells  vertical  and  parallel  under  chin,  throw 
elbows  back  horizontally. 

Fourth  Set. 

26.  Stamp  left  foot,  then  right,  place  right  diago- 
nally forward  a  little,  swing  bells  forward,  over 
head;  back  ninety  degrees,  then  touch  floor;  mce 
versa  on  left  side. 

27.  Stamp  left  foot,  then  right,  charge  directly 
side  wise  right,  right  bell  upon  hip,  left  at  side; 
swing  left  up  over  head. 

28.  Same,  charging  sidewise  with  left  foot. 

29.  Bells  extended  in  front  and  vertical,  swing 
arms  back  horizontally. 

Fifth  Set. 

30.  Stamp  left  foot,  then  right,  charge  diagonally 
forward  right,  bells  over  head,  bring  to  shoulder 
and  return  ;  vice  versa  left. 

31.  Elbows  on  hips,  arms  vertical  at  sides,  twist 
four  beats,  then  from  chest  thrust  forward  alter- 
nately two  beats,  and  simultaneously  two  beats. 


174  ♦    SCHOOL   KEEPING. 

32.  Charge  diagonally  backward  with  right  foot, 
bells  as  in  No.  30;  vice  versa  left. 

Sixth  Set. 

33.  Grasp  armful  horizontally  with  right  arm 
twice,  left  twice,  alternate  twice,  simultaneous 
twice. 

34.  Twist  body  to  right,  then  left,  swinging  bells 
over  head. 

35.  Thrust  bells  to  floor,  then  thrust  them  up, 
standing  on  toes. 

36.  Bells  on  shoulders,  thrust  right  out  at  side, 
palms  up  twice  ;  left  twice,  alternate  twice,  simul- 
taneous twice. 

37.  Bells  from  shoulder  to  chest,  thrust  forward, 
raise  over  head,  return  to  front,  touch  floor,  back  to 
front,  etc. 

Seventh  Set. 

38.  French  sword.  Stamp  left,  then  right,  then 
mark  time  two  beats  with  right,  then  charge  right 
two  beats,  right  arm  extended,  left  in  curve  over 
head. 

39.  Same  on  other  side  with  left,  eight  beats  ; 
alternate  eight  beats. 

Eighth  Set. 

40.  Thrust  left  bell  diagonally  backward  up  forty- 
five  degrees,  right  bell  upon  hip,  advance  right  foot 


PHYSICAL   CULTURE.       *  175 

diagonally  forward  with  four  stamps,  turning  left 
bell  each  step  ;  vice  versa  left. 

41.  First  strain  charge  diagonally  forward  right 
and  left  alternately,  thrusting  left  and  right  bells 
diagonally  back  ;  second  strain  charge  at  side  right 
and  left  alternately,  arms  in  same  position  as  in  No. 
18,  two  beats,  then  arms  as  in  No.  22,  two  beats. 

Ninth  Set. 

42.  Bells  on  chest,  thrust  right  bell  forward, 
swing  right  arm  back  in  horizontal  plane,  half  strain ; 
same  left. 

43.  Alternately  eight  beats,  turn  body  to  right, 
right  arm  extended,  swing  clear  round  to  left;  then, 
left  arm  extended,  swing  round  to  right;  continue 
eight  times. 

Tenth  Set. 

41.  Side  charge  to  right,  right  arm  extended,  bell 
vertical,  left  bell  swung  vertically  over  in  circle 
twice,  bending  right  and  left  knee,  alternately  ;  vice 
vtrsa  left. 

Anvil  Chorus. 

1.  Left  bell  in  front,  right  back  of  the  neck, 
swing  right  bell  over  head  to  front,  striking  left 
bell,  left  swings  down  and  back  to  position  behind 
the  neck,  right  remaining  in  front  ;  repeat  same, 


176  SCHOOL  KEEPING. 

swinging  over  left  bell ;  same,  swinging  right  bell 
down  by  side,  striking  left  from  under  instead  of 
over  ;  same,  left.  Repeat  over  one  strain,  under- 
neath one  strain. 

2.  Anvil  twice  over,  twice  under;  charge  diago- 
nally forward  right  and  left  twice  each,  swinging 
bells  up  from  sides,  striking  them  over  head. 

3.  Repeat  No.  1. 

4.  Repeat  No.  2,  except  charging  diagonally 
backward. 

5.  Repeat  No.  1. 

6.  Swinging  arms  in  horizontal  plane,  striking 
bells  front  and  back  twice  each,  then  swing  in  per- 
pendicular plane,  striking  bells  twice  overhead,  and 
once  down  behind  the  body. 

7.  Repeat  No.  1. 

8.  Same  movement  as  No.  44,  of  second  series, 
striking  bells  together. 

9.  Repeat  No.  1. 

10.  Same  movement  as  No.  8,  alternately.  First, 
strike  over  one  strain,  then  under  one  strain,  then 
for  the  first  four  beats  of  each  exercise,  twice  over 
and  twice  under,  the  other  four  taken  in  performing 
the  four  charges. 


PHYSICAL    CULTUKE.  177 


RING  EXERCISES. 

These  exercises  are  performed  by  couples.  Part- 
ners stand  at  commencement  about  three  feet 
apart,  facing  each  other,  gentlemen  holding  a  ring 
in  each  hand. 

First  Series.  —  First  Set. 

1.  On  first  beat  the  ring  in  right  hand  is  pre- 
sented in  a  vertical  plane,  and  grasped  by  right 
hand  of  partner;  second,  right  toes  are  placed 
together;  third,  left  feet  step  back,  and  left  hands 
are  placed  upon  hips,  ring  is  turned  into  a  horizon- 
tal plane,  turn  the  ring  the  other  side  up  and  back 
the  remainder  of  the  number. 

2.  Same  movement,  except  left  for  right,  and 
vice  versa, 

3.  Same  as  No.  1,  except  both  hands  hold  rings. 

4.  Same  as  No.  3,  except  left  toes  are  together. 

Second  Set. 

5.  First,  turn  back  to  back;  second,  place  left 
feet  together;  third,  charge  out  with  right,  turn 
rings  through  number. 

6.  First,  place  right  feet  together;  second,  charge 
out  with  left,  turn  rings. 

12 


178  SCHOOL    KEEPING. 

7.  First,  turn  face  to  face;  second,  raise  arms 
above  the  head,  bend  down  and  touch  rings  to  floor, 
not  bending  knees,  twice;  arms  above  the  head, 
bring  them  down  to  sides  alternately  two  beats, 
simultaneous  two  beats. 

Third  Set. 

8.  First,  turn  back  to  back;  second,  left  face, 
place  hands  on  shoulders,  thrust  up,  out  at  sides, 
down  twice  each. 

9.  Thrust  up,  out,  down,  once  each  through 
eight  beats. 

Fourth  Set. 

10.  First,  left  face;  second,  turn  face  to  face; 
third,  place  left  foot  inside  of  left  of  partner;  fourth, 
right  foot  back  and  right  hand  to  right  shoulder, 
left  to  partner's  right  shoulder,  pull  back  and  forth. 

11.  Same  with  right  feet  together,  etc. 

12.  Rest  first  half  of  strain;  last  half,  right  foot 
and  hand  forward  same  time,  left  back,  left  forward, 
right  back,  etc. 

Fifth  Set. 

13.  First,  back  to  back,  charge  diagonal  forward 
right  and  left  alternately. 


PHYSICAL   CULTURE.  179 


Sixth  Set. 


14.  First,  face  to  face;  second,  right  foot  inside 
right  of  partner's;  third,  left  feet  step  back,  lady 
sways  down  towards  gentleman,  then  back  to  posi- 
tion; gentleman  sways  down  towards  lady,  etc. 
Rin^s  over  head,  arms  stiff. 

15.  Same  with  left  feet  together. 

Seventh  Set. 

16.  First  back  to  back,  charge  up  and  down  the 
hall  alternately,  twice  each,  alternately  right  feet  at 
same  time,  left  same. 

17.  First,  face  to  face,  charge  same  as  No.  16. 

18.  First,  back  to  back;  second,  right  face;  third, 
step  about  two  feet  apart,  raise  outside  arms  and 
inside  arms  alternately  and  simultaueously,  change 
on  five. 

Second  Series.  —  First  Set. 

19.  First,  left  face;  second,  turn  face  to  face; 
third,  spring  apart,  placing  right  feet  pointing 
toward  each  other,  left  back  at  right  angles  with 
right,  right  hands  grasping  rings,  charge  with  right 
feet  to  right  side  of  partner,  stopping  suddenly  at 
horizontal  plane  when  coming  to  position. 

20.  Same,  using  right  for  left,  and  left  for  right. 


180  SCHOOL  KEEPING. 

21.  Same,  holding  rings  in  both  hands,  and 
charging  right  and  left  alternately,  right  foot  to 
left  side  of  partner,  left  to  right. 

Second  Set. 

22.  First,  approach;  second,  turnback  to  back; 
third,  place  left  feet  together;  fourth,  step  out  with 
right,  touch  shoulders,  arms  horizontal. 

23.  Same,  using  right  for  left,  and  left  for  right. 

Third  Set. 

24.  First,  face  to  face;  second,  left  face,  swing 
up  outside  and  inside  arms  alternately,  turn  face 
and  body  each  time. 

25.  First,  back  to  back,  swing  over  outside  and 
inside  arms  alternately,  twice  each,  simultaneously 
three  times. 

26.  First,  turn  face  to  face  with  outside  arms; 
second,  back  to  back  with  outside  arms;  same  with 
inside  arms,  etc. 

Fourth  Set. 

27.  First,  left  face;  second,  left  feet  together; 
third,  swing  hands  over  head  and  step  forward  with 
right  foot,  bend  and  straighten  right  knees. 

28.  Same  movement  with  right  feet  together. 


PHYSICAL   CULTURE.  181 

Fifth  Set. 

29.  First,  face  to  face,  step  alternately  right  feet 
diagonally  forward  to  left  of  partner,  and  left  feet 
to  right. 

QUAE  TUTS. 

1.  First  signal,  join  hands  with  neighboring 
couple,  by  presenting  hand  holding  ring;  second 
signal,  all  face  the  stage;  third  signal,  outside 
couple  pass  under  the  raised  ring  of  the  other 
couple,  bringing  rings  to  shoulders. 

2.  Stamp  left  foot,  then  right,  charge  with  right 
opposite  nose;  sink  rest  of  strain,  hands  arching 
over  head;  same  with  left  foot. 

3.  Throw  up  end  hands  twice,  side  hands  twice; 
then  alternately,  then  simultaneously. 

4.  Charge  ends,  charge  sides,  repeat;  charge 
front,  right  foot  and  left,  repeat.  When  you  charge 
ends,  throw  end  hands  up  straight;  when  sides, 
side  hands  up;  when  in  front,  all  hands  up  together. 

SHORTHAND. 

Remarks.  —  Free  Gymnastics.  —Wands.  —  Dumb-Bells. 
—  Anvil  Chorus  —  Rings-. 

In  teaching  my  normal  classes,  where  there  is 
much  mental  as  well  as  physical  work  both  for 
pupils  and  teacher,  experience  has  led  me  to  invent 


182 


SCHOOL   KEEPING, 


and  adopt  the  following  Shorthand,  which  I  have 
found  of  great  importance  and  convenience.  It 
saves  much  trouble,  is  interesting  to  the  pupil,  is 
easily  learned  and  readily  retained.  Herein  is  the 
whole  system  in  a  nutshell,  and  I  feel  assured  that 
every  person  who  studies  Gymnastics  will  find  it 
useful. 

FREE  GYMNASTICS. 

First  Series. 


No.  of 
Strain  8. 

1.  Hands 4 

2.  Feet 6 

3.  Body 4 

4.  Head 4 

6.  17Dumb-Bella 1 


No.  of 
Strains. 

6.  Clubs 1 

7.  Twisted  thrusts 2 

8.  Touching  floor 1 

9.  Steps       with       clapping 

hands 1 

10.  Swaying,  swinging  arms.    2 


Second  Series. 


1.  Hand    movements,    down 

and  up 4 

2.  Hand  movements,  at  sides,  4 

3    Kicks 4 

4.  Raising  arms 4 

5    Swing  back  arms 1 

6.  Raising  shoulders 2 


7.  Open  hands 2 

8.  Mowing  movement 1 

9.  Elbows  back 1 

10.  Sawing  movement 2 

11.  Warming  hauds 1 

12.  Charges  and  awaying....  4 


Third  Series. 


1.  Attitudes  and  percussion.  8 

2.  Clasped  thrusts 1 

3.  Twisting  hands 2 

4.  Palm  slide 1 

5.  Rolling  shoulders  forward,  2 

6.  Rolling    shoulders    back- 

ward    2 


7.  Thrusting  from  armpits,  2 

8.  Thrusting    from     shoul- 

ders    2 

9.  Combination 3 

10.  No.  1  Clubs 2 

11.  Mast  movement 1 

12.  Attitudes 4 


PHYSICAL    CULTURE. 


183 


WANDS. 


First  Set. 

No.  of 
Counts. 

Signals \ 

Up  to  chin 4 

Down  to  chin 4 

Down  to  floor 4 

Back  of  neck 4 

Forward  and  back  of  neck. . .  8 
Right  and    left  hand   out  2, 

back  6 8 

Forward  and  back 8 

Sidewise 8 

Second  Set. 

Diagonal  charges,  right  and 

left 16 

Diagonal  swaying,  right  and 

left 16 

Thrust  to  chin 8 

Shoulder  arms 8 

Ready  for  charges 8 

Third  Set. 
Charges 32 

Fourth  Set. 

Turning  over  head 4 

Indian  Canoe 12 


Fifth  Set. 

No.  of 
Counts. 

Short  steps 24 

Resting  and  hopping 8 

Sixth  Set. 
Rotary 24 

Seventh  Set. 
Long  side  steps 24 

Eighth  Set. 

Turning  in  front 4 

Turning  in  back 4 

Ninth  Set. 

Diagonal  charges,  wand  ob- 
lique      4 

Diagonal  charges,  wand  over 
head 4 

Tenth  Set. 

Inverted  thrusts 4 

Diagonal  charges,  wand  ob- 
lique   4 

Inverted  thrusts 4 

Diagonal     charges,     thrusts 

over  head 4 


DUMB-BELLS. 

First  Series. 


First  Set. 

1.  Bells   at  side.    Attitude, 

diagonally        forward, 
right 8 

2.  Forearms  in  front.    Atti- 

tude,   diagonally    for- 
ward, left 8 


3.  Arms  extended  at    side. 

Attitude,       diagonally 
back,   right 

4.  Arms  extended  over  head , 

Attitude,       diagonally 
back,  left 


184 


SCHOOL    KEEPING. 


Second  Set. 

No  of 
Counts. 

5.  Thrusts  all  around,  twist 

to  right 8 

6.  Thrusts  all  round,  twist 

to  left 8 

7.  Bells  to  the  armpits  sing- 

ly, alternately  and  sim- 
u  Itaneously 8 

8.  Bells  from  shoulders.  At- 

titut'  „,  on  toes 8 


Third  Set. 

9.  Arms  horizontal  in  front. 
Attitude,  diagonally 
forward,  right,  left  bell 

extended 8 

10.  Right  arm  perpendicular, 
left  horizontal.  Atti- 
tude, diagonally  for- 
ward, left,  right  bell 
extended 8 


No.  of 
Counts. 

11.  Left  arm   perpendicular, 

right  horizontal.  Atti- 
tude, diagonally  back, 
right,  both  bells  ex- 
tended       8 

12.  Bells     half    way.      Atti- 

tude, diagonally  back, 
left,  both  bells  ex- 
tended       8 

Fourth  Set. 

13.  Single    thrusts,    twist  to 

right 8 

14.  Alternate  and  simultane- 

ous thrusts,  twist  to 
left 8 

15.  Forward      thrusts,     long 

side  charge  to  right  ...     8 

16.  Swaying  bells,  long  .side 

charge  to  left 8 

17.  Wing 8 

18.  Waking  up 8 


Second  Series. 


1. 

i. 

First  Set. 

First  charge 

First  exercise 

8 
8 
8 
8 
8 

8 

8 
8 

8 
8 

8 

12. 
13. 

14. 

15. 

16. 
17. 
18. 

19. 

20. 

21. 

22. 

Fifth  Set. 
Short  diagonals,  forward 

It", 

Power's  exercise  between, 
Sixth  Set. 

8 

4 

5. 

Third  charge 

Second  Set. 

lil 

Swing    bells    and 
body 

twist 

8 
8 

f, 

shoulders 

8 

Third  Set. 

Long  diagonals 

Bells  vertical  in  front. . . . 

Fourth  Set. 

Front  floor  charge. 

Seventh  Set. 

French  sword 

8 

"1 

7 
8. 

0 

Eighth  Set. 
Stamping  and  stepping  . . 

liinth  Set. 
Twisting  body  and  swing- 
ing bells,  or  No.  42 

Tenth  Set. 
Anvil 

24 

1) 

1<» 

11. 

Anms  back  from  horizon- 
tal  

s 

PHYSICAL   CULTURE. 


185 


Anvil  Chorus,  or  Third  Series. 


No.  of 

Counts. 

1    Anvil  over 8 

2.  Anvil  under 8 

3.  Anvil,  two  over  and  two 

under 4 

4.  Forward  diagonals 4 

5  Anvil 4 

6  Backward  diagonals 4 

7.  Anvil 3 


No.  of 
Counts. 

8.  Striking  bells 4 

9.  Anvil 4 

10    Regular  anvil  to  right. ...    4 

11.  Anvil 4 

12.  Regular  anvil  to  left 4 

18.  Anvil 4 

14.  Regular  anvil,  alternately,    5 

15.  Anvil,  changes  all  round. 


RINGS. 
First  Series. 


First  Set. 

1.  Right  hand,  right  foot ...  8 

2.  Left  hand,  left  foot 8 

3.  Both  hands,  right  foot...  8 

4.  Both  hands,  left  foot ....  8 

Second  Set. 

5.  Turn,  left  feet  together, 

step  out  right 8 

6.  With  right  feet  together, 

step  out  left 8 

Third  Set. 

7.  Turn,    rings     down     to 

floor,     right    and    left 
side 4 

8.  Swinging  rings,  alternate- 

ly and  simultaneously.     4 


Fourth  Set. 


9.  Turn,  double  and  single 
thrusts 16 

Fifth   Set. 

10.  Turn,  pulling 8 

11.  Resting  and  hopping  ....     8 

Sixth  Set. 

12.  Diagonal  charges 8 

Seventh  Set. 

13.  Sinking 16 

Eighth  Set 

14.  Side  charges 16 

Ninth   Set. 

15.  Side  arching 8 


Tenth  Set. 
16.  Long  steps 


Second  Series 

24 


Ekventh  Set. 

17.  Shoulders 16 

Twelfth  Set. 

18.  Picture  frame 8 

19.  Toilet   8 

20.  Hopping 8 


Thirteenth  Set. 

21.  Temptation    and    Resist- 

ance   32 

Fourteenth  Set. 

22.  Arching 16 

Fifteenth  Set. 

23.  Crossing  feet 8 

Sixteenth  Set. 

24.  Quartets 8 


18 3  SCHOOL   KEEPING. 


MORALS  AND  MANNERS. 

"  \  SERMON  and  a  book  of  etiquette,"  says 
a  handbook  on  habits  of  good  society, 
"have  most  erroneously  been  taken  as  the 
antipodes  of  literature.  The  one  is  a  neces- 
sary appendix  of  the  other.  The  missionary 
of  the  South  Sea  Islands  would  tell  you  that 
it  is  useless  to  teach  the  savage  religion  with- 
out the  addition  of  a  few  rules  of  courtesy." 
Again,  "Let  us  call  no  society  good  till  we 
have  sounded  both  its  morals  and  its  man- 
ners." Here  the  fact  is  recognized  that 
morals  cannot  be  divorced  from  manners  with- 
out destroying  the  life  of  both.  The  state 
of  society  in  which  either  morals  or  manners 
have  been  neglected  is  either  low,  vulgar,  or 


MORALS    AND   MANNERS.  187 

dangerous,  as  the  case  may  be.  Hence  we 
see  the  propriety  of  connecting  morals  and 
manners  in  this  chapter,  and  the  importance 
of  teaching  both  in  the  school. 

I  propose  now  to  discuss  briefly  the  im- 
portance and  method  of  moral  culture.  By 
moral  training  I  mean  religious  training ; 
for  there  is  no  morality  that  is  not  founded 
in  religion.  I  do  not  mean  dogmatic  or  sec- 
tarian religion.  Such  training  should  have 
no  place  in  the  free  schools  of  a  free  country, 
where  all  religious  sects  are  tolerated. 

Morals,  as  defined  by  Worcester,  is  "  The 
practise  of  the  duties  of  life  ;  obedience  to 
the  moral  law ;  morality."  This  moral  law 
is  found  in  the  Scriptures.  Hence  the  Bible 
should  be  authority  for  all  moral  instruction. 
Whether  used  as  a  text-book  or  not  in  our 
schools,  it  should  be  the  source  from  which 
all  moral  and  religious  instruction  should  be 
drawn.     The  Decalogue,  in  the   Old  Testa- 


188  SCHOOL   KEEPING. 

ment,  and  the  moral  lessons  of  the  Great 
Teacher  of  our  race,  in  the  New,  contain  the 
important  truths  which  should  be  taught  our 
children  in  the  family  and  in  the  school. 
They  recognize  God's  existence  and  attri- 
butes ;  our  relations  and  duties  to  Him,  and 
to  our  fellow-beings,  and  the  great  truth  of 
man's  immortality.  These  are  the  acknowl- 
edged truths  of  Christianity,  and  should 
never  be  excluded  from  any  school-room. 
The  object  of  education  is  not  merely  nor 
mainly  to  learn  the  art  of  reading,  writing, 
and  arithmetic  ;  to  learn  how  to  buy  and  sell 
commodities,  and  the  facts  of  history,  phi- 
losophy, and  ethics.  These  are  important, 
but  the  real  end  of  education  is  to  build  up 
character.  But  character,  if  it  is  to  become 
a  blessing  to  the  individual  or  the  world, 
must  be  founded  upon  moral  and  religious 
truth.  And  as  the  formation  of  character  is 
a  process  covering  the  whole  period  of  child- 


MORALS   AND  MANNERS.  189 

hood  and  youth,  it  cannot  be  properly 
excluded  from  the  school.  Teachers  as  well 
as  parents  "  should  impress  upon  the  minds 
of  those  committed  to  their  care  and  instruc- 
tion, the  principles  of  piety  and  justice,  and  a 
sacred  regard  for  truth ;  love  of  their  coun- 
try, humanity,  and  universal  benevolence ; 
sobriety,  industry,  and  frugality ;  chastity, 
moderation,  and  temperance ;  and  should 
also  point  out  to  them  the  evil  tendency  of 
the  opposite  vices."  This  is  the  language  of 
the  statutes  of  our  own  Commonwealth. 

But  how.  should  morality  be  taught  in  our 
schools?  This  is  a  practical  and  important 
question.  Some  suggestions  may  aid  the 
young  teacher  in  this  delicate  and  important 
work.  First,  the  teacher  must  exemplify, 
in  his  own  life,  a  character  that  is  above 
reproach  or  suspicion.  The  silent  influence 
of  example  is  more  potent  than  instruction. 
To  meet  this  requirement  fully,  the  teacher 


190  SCHOOL   KEEPING. 

must  be  a  consistent  and  practical  Christian, 
and  free  from  every  degrading  habit.  He 
has  no  more  right,  as  an  example  for  children, 
to  smoke  or  chew  tobacco  or  drink  intoxicat- 
ing liquors  as  a  beverage,  than  he  has  to  lie, 
or  steal,  or  swear.  He  must  be  a  model 
of  excellence  himself,  if  he  would  impress 
moral  instructions  upon  his  pupils.  Sec- 
ondly, I  have,  in  another  connection,  sug- 
gested the  propriety  of  opening  the  school 
each  day  with  a  short  devotional  exercise.  I 
here  repeat  the  recommendation,  in  view  of 
its  moral  and  religious  influence  upon  the 
school.  This  exercise  should  be  brief,  ap- 
propriate, and  marked  by  its  devotional 
spirit.  A  recent  writer  upon  moral  train- 
ing has  suggested  the  following  form : 
"  When  the  hands  of  the  clock  indicate 
that  the  time  for  opening  has  come,  let  the 
pupils  1)0  in  their  seats ;  and,  when  there 
is   absolute   stillness   in   the   room,  not   be- 


MORALS   AND  MANNERS.  191 

fore,  let  the  teacher  take  the  Bible  rever- 
ently in  his  hands  and  read,  slowly,  half  a 
dozen  verses.  Then  let  him  repeat,  slowly 
and  devoutly,  the  prayer  with  wThich  all  are 
familiar,  and  then  let  the  children  sing  two 
stanzas  of  some  familiar  hymn.  It  may  take 
less  than  five  minutes  for  all  of  this  ;  but  if 
it  is  done,  as  it  should  be,  in  a  subdued  and 
devout  spirit,  it  will  have  an  effect  upon  all 
the  subsequent  work  of  the  day.  Moreover, 
it  will  lead  the  children  to  respect  and  ven- 
erate all  the  counsels  the  teacher  may  give." 
Thirdly,  the  teacher  should  draw  a  moral 
precept  from  every  lesson,  and  impress  it 
upon  the  class,  whether  it  be  language, 
history,  mathematics,  or  science  that  is 
recited,  from  day  to  day.  Every  subject  has 
its  moral  aspect  which  may  be  turned  to 
good  account  before  a  class.  The  organs 
of  speech  and  language  itself  are  a  divine 
gift  to  man,  history  is  the  scripture  of  Prov- 

13 


192  SCHOOL   KEEPING. 

idence ;  science  reveals  a  part  of  God's 
everlasting  truth,  and  figures  "do  not  lie." 
Hence  we  may  find  ample  material  for  in- 
structive moral  lessons  in  the  routine  of 
school  exercises. 

Fourthly,  the  teacher  should  mark  the 
current  events  of  the  school-room,  and  of 
the  busy  world  as  revealed  in  the  news- 
papers, and  impress  upon  his  pupils  a 
moral  lesson  drawn  from  each.  A  child 
has  told  a  falsehood.  At  some  suitable 
time  let  the  sinfulness  and  evil  conse- 
quences of  lying  be  explained  before  the 
school,  and,  if  possible,  get  an  expression 
of  disapproval  and  condemnation  of  such 
conduct.  Another  pupil  has  told  the  truth, 
under  the  pressure  of  strong  motives  to  tell 
a  lie.  Let  the  heroism  and  nobleness  of 
such  an  act  be  highly  commended.  A 
murder  has  been  committed  in  some  low 
groggcry  in   city  or  town.     Here  you  have 


MORALS    AND   MANNERS.  193 

a  fruitful  subject  for  half  a  dozen  little 
(Monday  morning)  talks  before  the  school, 
in  which  you  will  dwell  upon  the  temptations 
and  influences  that  have  been  brought  to 
bear  upon  that  unfortunate  man  since  he 
was  an  innocent  boy  in  the  home  and  in  the 
school,  to  change  his  character  and  make 
him  a  murderer.  Group  the  vices  in  which 
he  has  indulged,  lying,  stealing,  swearing, 
drinking,  and  show  the  influence  they  have 
had  upon  him  in  forming  his  now  ruined 
character,  and  expose  the  nature  of  the 
traffic  in  alcoholic  drinks,  so  fearfully  in- 
strumental in  exciting  the  passions  and  fos- 
tering the  crimes  that  curse  society.  Now  a 
noble  act  of  heroism  and  self-denial  for  tho 
good  of  others  has  been  achieved,  and  the 
facts  have  been  published  to  the  world. 
Here  is  another  delightful  theme  for  a 
familiar  lecture  before  the  school  which 
cannot   fail    to    do    good. 


194  SCHOOL   KEEPING. 

These  are  some  of  the  ways  which  I 
recommend  to  impart  moral  and  religious 
instruction  in  school,  and  they  suggest 
other  methods  which  the  teacher  can  adopt 
at  discretion.  Their  object  is  to  prevent 
the  evil,  to  encourage  the  good,  and  in  so 
doing,  to  build  up  a  character  worthy  of  true 
manhood.  And,  as  before  intimated,  this 
moral  training  has  an  important  bearing 
upon  school  government,  and  is  the  true 
method  to  be  adopted  in  the  management 
of  the  school. 

Now,  I  insist  that  it  is  as  really  impor- 
tant to  the  end  in  view,  that  the  teacher  in- 
struct his  pupils  in  manners  as  in  morals. 
A  strong  additional  reason  is  found  in  the 
fact  that  the  subject  has  been,  and  is,  so 
generally  neglected  in  the  family  and  in 
the  school.  Our  public  school  should  be  a 
school  of  good  manners,  and  hence  every 
teacher  should    be   a  gentleman   or  a   lady 


MORALS    AND   MANNERS.  195 

in  the  truest  sense  Oj.  these  terms.  This 
should  be  one  test  of  qualifications  in  every 
examination  by  school  boards. 

For  the  aid  of  teachers  who  desire  to 
join  in  this  noble  work  of  reform  in  our 
schools,  I  will  here  append  some  principles 
and  precepts  of  good  behavior,  compiled 
from  the  most  reliable  sources,  —  such  as 
have  been  adopted  by  the  cultivated  and 
refined  in  different  ages. 

There  are  some  indispensable  requisites 
for  those  who  would  appear  to  advantage 
in  society.  First  among  these  is  education; 
not  necessarily  the  education  of  the  univer- 
sity and  the  boarding-school,  but  such  as 
secures  the  development  of  the  mental 
powers,  and  imparts  so  much  culture  and 
information  as  is  necessary  to  enable  its 
possessor  to  comprehend  and  apply  his 
knowledge  in  conversation  upon  a  wide 
range  of  subjects. 


196  SCHOOL   KEEPING. 

No  less  important  to  the  end  in  view  is 
the  cultivation  of  the  taste.  This  requires 
an  acquaintance  with  art,  some  knowledge  of 
music,  painting,  architecture,  etc.  ;  at  least, 
so  much  should  be  known  as  the  names 
and  correct  pronunciation  of  the  more  cel- 
ebrated artists,  composers,  architects,  and 
sculptors,  and  the  several  schools  to  which 
they  belong.  A  cultivated  taste  gives  power 
to  discriminate,  and  to  enjoy  the  works  of 
art,  and  the  intelligence  gained  upon  these 
subjects  furnishes  material  for  conversation. 

Again,  the  faculty  of  reason  plays  an  im- 
portant part  in  good  society.  It  not  only 
has  a  high  moral  value,  but  it  enables  one 
to  argue  as  well  as  to  listen  to  the  anru- 
meats  of  others.  While  the  laws  of  civility 
do  not  allow  excited  disputation  in  the 
social  circle,  they  do  allow  discussion  in 
which  all  may  engage  in  a  pleasant  way. 
In  this  all  should  be  qualified  to  take  part. 


MORALS    AND   MANNERS.  197 

And  to  these  requisites  must  be  added 
the  art  of  fluent  and  graceful  conversation. 
This  requires  an  accurate  knowledge  of  our 
own  language ;  yet  no  part  of  education  in 
our  schools  is  so  much  neglected.  The 
Latin,  Greek,  French,  and  German  are  fre- 
quently studied  by  those  who  do  not  thor- 
oughly know  even  the  rudiments  of  the 
English  language.  These  may  be  studied 
as  a  means  of  acquiring  good  English,  but 
never  to  the  neglect  of  it.  As  the  best 
society  is  that  in  which  the  best  thoughts 
are  interchanged  in  the  best  manner,  it  fol- 
lows that  proper  regard  must  be  had  to  the 
art  of  expression.  This  art  requires  some 
practical  knowledge  of  rhetoric,  which  may 
be  attained  in  the  school,  or  by  the  faithful 
study  of  English  literature. 

I  will  here  remark,  due  respect  for  moral 
and  religious  character  is  a  distinguishing 
mark  of  good  breeding.     The  vile  scoffer  has 


198  SCHOOL   KEEPING. 

no  place  in  refined  society.  Though  party 
politics  and  sectarian  religion  may  never  fur- 
nish topics  for  disputation  in  social  circles, 
yet  no  man  should  sit  still  and  hear  sacred 
things  blasphemed,  or  his  friend's  character 
assailed.  The  reprobate  who  will  indulge  in 
such  improprieties  on  such  occasions  should 
be  cast  out. 

Well-ascertained  rules  of  social  intercourse 
are  as  necessary  to  regulate  society  as  laws 
are  to  govern  the  state.  These  are  the  rules 
which  are  denned  by  urbanity,  civility ,  polite- 
ness, good  manners,  good  breeding,  good 
behavior.  Regulated  by  these,  persons  are 
able  to  render  themselves  agreeable  in  all 
the  relations  of  life.  But  let  it  not  be  for- 
gotten that  the  basis  of  good  manners  IB  pure 
morality.  A  bad  man  may  be  easy  and  pol- 
ished in  his  manners,  but  he  cannot  be 
refined. 

Here  I  will  introduce  some  general  pre- 


MORALS    AND   MANNERS.  199 

cepts  upon  our  subject.  Cheerfulness  is  an 
essential  element  of  good  breeding,  as  it 
tends  to  elevate  its  possessor  and  make  others 
happy.  A  polite  person  is  quiet  and  unob- 
trusive ;  hence  loud  laughter,  stamping  with 
the  feet,  and  any  bustling  conduct  in  com- 
pany are  inconsistent  with  politeness.  Kind- 
ness, charity,  and  forbearance  should  regu- 
late all  our  expressions  in  regard  to  the  frail- 
ties and  faults  of  our  fellow-men ;  therefore 
gossip,  and  ridicule,  and  detraction  cannot  be 
indulged  under  the  rules  of  urbanity,  but 
rather,  a  charitable  construction  of  known 
defects  of  our  neighbors  should  always  be 
given.  True  gentility  treats  no  person  with 
contempt,  malice,  or  envy,  and  is  especially 
kind  to  the  lowly,  the  infirm,  and  the  aged. 
Politeness  springs  from  modesty,  unselfish- 
ness, and  generosity  ;  hence  etiquette  is  only 
the  outward  form  of  politeness,  and  too  often 
its  mere  counterfeit.     Its  essence  consists  in 


200  SCHOOL   KEEPING. 

so  conducting  ourselves  in  word  and  manner, 
that  others  may  not  be  offended  but  pleased 
with  us.  Let  us  see  how  this  view  of 
politeness  applies  to  the  "  etiquette  of  the 
weed,"  under  the  rules  which  have  been 
given  to  limit  the  indulgence  of  the  smoker. 
Here  are  some  of  them  :  "  One  must  never 
smoke  or  even  ask  to  smoke  in  the  company 
of  ladies."  "One  must  never  smoke  in  a 
public  place  where  ladies  are  or  might  be, 
nor  in  the  streets"  "One  must  never  smoke 
in  a  close  carriage,  in  a  theatre,  or  in  a 
church."  "One  must  never  smoke  when 
anybody  shows  objection  to  it."  Now,  if 
true  politeness  requires  these  restrictions  in 
this  use  of  the  weed,  where  on  earth  and 
when  can  the  gentleman  indulge  in  this  filthy 
habit?  I  answer,  he  may  smoke  (if  he 
must)  in  "some  vast  wilderness"  where 
civilized  man  cannot  be  found.  He  may 
smoke    in    the    second-class    "smoking-car " 


MORALS    AND   MANNERS.  201 

where  no  ladies  ever  go ;  or  in  the  open 
tobacco-field  or  goat-pen,  where  he  will  find 
the  only  animals,  except  man,  which  ever 
use  the  weed ;  or  in  the  pest-house  when 
he  wishes  to  ward  off  a  contagion,  the  pesti- 
lence or  plague.  He  may  take  his  own  time, 
provided  he  confines  himself  to  the  places 
not  prohibited  by  the  rules  of  civility,  and 
exchanges  his  clothing  before  he  returns  to 
civilized  society.  But  the  teacher  should 
not  have  quite  so  much  liberty  as  other 
"gentlemen,"  for  he  cannot  smoke  at  all, 
without  setting  a  bad  example  to  his  own 
pupils.  The  precept  "that  the  true  gentle- 
man will  seek  to  avoid  giving  offence  to  any- 
body," is  a  little  hard  on  a  multitude,  both 
young  and  older,  who  claim  to  be  gentlemen, 
and  yet  every  day  walk  the  streets  puffing 
tobacco  smoke  in  the  faces  of  all  who  come 
in  their  way.  I  will  here  submit  this  ques- 
tion, and  will  pass  on  to  other  examples. 


202  SCHOOL   KEEPING. 

Everything  offensive  to  those  with  whom 
we  associate  must  be  avoided,  under  the 
rules  of  politeness.  Hence  "  sniffling,  snuff- 
ing, spitting,  and  the  like  may  never  be 
indulged  in  society.  Coughing,  sneezing, 
clearing  of  the  throat,  and  such  other  noisv 
habits  as  cannot  be  avoided,  should  be  done 
quietly,"  "Truthfulness,  gracefulness,  con- 
siderateness,  unselfishness,  are  essential  to 
the  breeding  of  a  true  gentleman ;  much 
more  so  to  the  breeding  of  a  true  lady."  I 
do  not  see  why  more  is  required  of  the  lady, 
though  I  admit  that  "  her  tact  is  readier,  her 
instincts  finer,  and  her  sympathies  tenderer 
than  those  of  man."  The  true  lady  is  the 
light  of  her  home,  and  the  very  personifica- 
tion of  etiquette  in  conducting  its  hospi- 
tality. Her  domestic  appointments  are 
always  in  order,  but  "she  never  makes  her 
servants,  her  dinner  arrangements,  her  nur- 
sery,  or  her  household   affairs  a  subject  of 


MORALS    AND   MANNERS.  203 

conversation."  "Good  breeding  may  be 
ranked  with  the  fine  arts  in  its  refining  and 
elevating  influence  upon  character." 

Personal  cleanliness  is  nearly  related  to 
gentility  and  moral  purity.  Hence  it  is 
urged,  under  the  rules  of  good  breeding,  as 
of  great  importance.  Under  the  same  rules, 
a  man's  dress  must  be  neat,  clean,  simple, 
and  appropriate.  "  A  man  so  attired  will 
pass  muster  anywhere."  Fashion  is  a  des- 
pot, whose  slaves  are  women  more  than  men. 
A  man  of  sense  and  modesty  follows  fashion 
only  so  far  as  not  to  make  himself  peculiar 
by  opposing  it.  The  love  of  dress  is  natural 
in  woman,  but,  if  she  is  sensible,  it  does  not 
engross  every  other  taste.  "  It  is  only  the 
coquette's  heart  that  Addison  describes  as 
stuffed  with  'aflame-colored  hood.'"  Indif- 
ference and  inattention  to  dress  is  a  defect 
and  not  a  virtue.  The  love  of  dress  is  to 
be  commended  so  long  as  good  taste,  con- 


204  SCHOOL   KEEPING. 

sistency,  and  practicability  arc  kept  in  view  ; 
but  uncontrolled  and  stimulated  by  personal 
vanity,  it  becomes  first  a  temptation  and 
then  a  curse.  Extravagance  in  dress  begets 
extravagance  in  fashion,  which  absorbs  every 
thought  and  consumes  every  element  of  true 
womanhood.  That  person,  man  or  woman, 
is  the  most  properly  attired  whose  dress  is 
so  neat,  simple,  and  appropriate  as  to  attract 
no  attention  or  remark. 

A  well-bred  person  may  be  recognized  by 
his  bearing.  "He  never  lolls  or  lounges,  or 
supports  his  arms  or  legs  upon  the  furniture, 
or  puts  his  feet  upon  the  rounds  of  chairs ; 
he  never  throws  his  arms  over  the  railing  of 
the  pew,  or  leans  against  it  slouchingly  while 
at  church.  He  sits  upright,  with  his  feet 
upon  the  floor,  in  a  quiet  manner."  Awk- 
wardness of  attitude,  whether  in  man  or 
woman,  furnishes  the  same  evidence  of  vul- 
garity as  awkwardness  of  speech.     If  a  per- 


MOKALS    AND   MANNERS.  205 

son  is  to  be  identified  in  company,  it  should 
be  done  by  words ;  never  by  pointing  with 
the  finger.  "We  should  always  give  the 
preference  to  a  person  of  greater  age,  or 
higher  position,  in  stepping  into  a  carriage 
or  through  a  doorway." 

In  a  carriage,  the  gentleman  should  take 
the  least  desirable  seat,  and  give  the  best  to 
the  lady.  A  very  elderly  gentleman  alone 
may  accept  the  best  seat  to  the  exclusion  of 
the  lady.  A  lady  may  not  enter  into  con- 
versation with  a  gentleman,  without  an 
introduction,  but  if  addressed  she  should 
answer  politely.  A  gentleman  in  walking 
with  a  lady  should  give  her  the  wall.  Never 
stare  at  any  person  on  the  street  or  else- 
where. Two  persons  walking  upon  the 
sidewalk,  meeting  a  third  person,  the  nearer 
of  the  two  should  fall  back  to  let  him  pass. 

Conversation  is  also  made  a  mark  of 
good     breeding.       All    affectation,    use  of 


206  SCHOOL   KEEPING. 

foreign  words,  mannerisms,  exaggerations, 
slang,  and  loudness  betray  a  lack  of  social 
culture.  Scandal  is  the  most  censurable  of 
all  conversational  vulgarities.  To  interrupt 
a  person  who  is  speaking  is  rude  in  the 
extreme.  On  the  other  hand,  to  listen  with 
attention,  and  as  far  as  may  be  with  in- 
terest, is  evidence  of  politeness.  Always 
look  (but  never  stare)  at  the  person  who 
addresses  you.  All  equivocations,  coarse 
joking,  twitting,  whispering,  talking  *  for 
others  to  hear,  in  society,  are  vulgar  and 
unpardonable  in  any  one  who  claims  to  be 
well  informed.  Conversation  through  cor- 
respondence comes  also  under  the  laws  of 
good  breeding.  All  proper  communications 
should  be  promptly  answered,  and  in  a  form, 
style,  and  neatness  indicating  good  taste  and 
culture.  Bead  no  letter,  book,  or  paper  in 
company,  without  permission. 

To  illustrate   the  importance   of  instruc- 


MORALS   AND  MANNERS.  207 

tion  in  the  family  and  school  upon  good  man- 
ners, and  to  show  the  extent  to  which  this 
subject  has  been  neglected,  the  following 
anecdote  has  been  told  by  a  recent  writer  for 
one  of  our  religious  papers.  An  aged  cler- 
gyman had "  been  invited  to  dine  at  a  gen- 
tleman's house,  who  had  known  him  in  his 
younger  days.  The  clergyman  was  more 
careless  of  his  dress  than  even  poverty 
would  excuse.  And  when  he  came  to  the 
table,  his  ignorance  of  the  customs  of  re- 
fined society  became  painfully  apparent. 
The  circumstance  I  will  relate  in  the 
author's  own  words  :■ — 

w  With  the  fruit,  some  finger-bowls  were 
brought  in,  and,  after  eying  the  one  by  his 
plate  a  moment,  he  raised  it  to  his  lips  and 
drank  off  the  water.  '  Excuse  me,  ma'am,' 
he  said,  touching  it  with  his  withered 
fingers,  ?I  never  saw  such  pretty  cups  be- 
fore. What  do  you  call  them  ?  I  would  like 
to  buy  one  for  my  little  girl.' 


208  SCHOOL  KEEPING. 

" f  They  are  plain  ruby  bowls  ;  I  think  that 
is  what  they  are  called,'  said  the  hostess, 
sipping  from  her  own.  'Do  not  buy  one ; 
I  have  a  very  pretty  one  I  should  love  to 
send  to  your  daughter,  if  you  will  be  kind 
enough  to  accept  it/ 

"There  was  not  the  moving  of  an  eyelash. 
The  host  glanced  at  his  wife  with  loving 
pride,  and  followed  her  example.  Even 
Master  Tom,  aged  six,  who  was  ready  to 
laugh  on  all  possible  occasions,  and  was 
always  making  inopportune  remarks,  gravely 
drank  from  his  finger-bowl,  and  slipped 
down  from  his  chair  without  a  word,  and  I 
heard  him  say  afterward  to  his  sister, 
'  Does  n't  mamma  have  lovely  thoughts  ! 
She's  going  to  give  to  him  that  pretty  big 
cup.  that 's  just  like  a  finger-bowl  with  a 
handle  to  it.  Oh,  I  hope  he  '11  never  know 
what  those  bowls  are  used  for  ! ' " 

Mark  here,  not  only  the  ignorance  of  the 


MORALS   AND   MANNERS.  209 

guest,  but  the  conduct  of  the  host  and  his 
wife,  and  even  the  little  boy,  at  the  table. 
How  beautifully  they  illustrated  their  own 
good  breeding  by  the  manner  in  which  they 
treated  their  simple  friend. 

Children  must  have  the  requisite  instruc- 
tion, if  we  expect  them  to  become  fitted  for 
good  society,  and  so  many  fail  to  receive  it 
at  home,  they  should  have  it  at  school.  I 
will  call  attention  only  to  the  more  promi- 
nent table  and  school  habits,  which  are  in 
violation  of  the  rules  of  good  society.  One 
writer  says  :  w  As  soon  as  you  are  seated  at 
the  table,  place  your  napkin  across  your 
knees,  and  put  your  roll,  or  bread,  on  the 
left  side  of  your  plate.  As  soon  as  you 
are  helped,  begin  to  eat."  Others  have 
regarded  it  civil  to  wait  until  all  are  served. 
Perhaps  circumstances  should  control  this 
matter,  and  make  both  rules  proper.  "  Never 
pass  the  plate  to  which  you  have  been 
U 


210  SCHOOL   KEEPING. 

helped  (if  a  servant  is  in  attendance)  un- 
less the  lady  requests  you  to  do  so."  "To 
make  a  noise  with  the  mouth  or  lips  while 
eating  or  drinking,  to  cough  or  sneeze  with- 
out covering  the  face  with  the  napkin,  is 
inexpressibly  vulgar."  "  The  knife  or  spoon 
must  never  be  carried  to  the  mouth,  unless 
the  nature  of  the  food  absolutely  requires 
it."  The  bread  must  be  broken  and  not  cut; 
the  salt  placed  at  the  side  of  the  plate, 
and  the  plate  never  tilted.  Quiet  and  gen- 
tleness should  be  observed  in  all  movements 
at  the  table,  and  greediness  and  haste 
avoided.  "Never  take  the  choicest  piece, 
nor  take  up  one  piece  and  lay  it  down  in 
favor  of  another."  "  In  sending  the  plate  to 
be  helped  a  second  time,  hold  the  knife  and 
fork  in  the  left  hand."  "Finger-bowls  con- 
taining water  placed  before  each  person,  at 
dessert,  should  be  used  by  dipping  the 
fingers,  and   afterwards  wiping  them  on  the 


MORALS    AND  MANNERS.  211 

napkin."  "Never  soil  the  tablecloth,  nor 
handle  idly  anything  upon  the  table."  These 
suggestions  seem  only  trifles,  but  they  are 
essential  to  good  breeding,  nevertheless. 

Rules  of  good  behavior  at  school  are  pe- 
culiarly appropriate  in  this  chapter,  as  the 
teacher  is  especially  responsible  for  the 
conduct  and  improvement  of  his  pupils.  I 
once  visited  the  school  of  one  of  my  own 
graduates,  in  which  I  observed,  with  much 
satisfaction,  one  peculiar  arrangement  and 
requirement.  The  teacher  had  provided  in 
one  corner  of  the  school-room  a  wash-stand, 
bowl,  pitcher,  and  towel ;  and  after  every 
exercise  which  required  the  pupils  to  sod 
their  fingers  (such  as  using  chalk  at  the 
black-board),  or  when  any  pupil  came  in 
with  a  dirty  face,  he  was  sent  to  wash  him- 
self clean.  This  seemed  to  me  to  be  a  very 
wise  arrangement,  not  only  in  view  of  its 
usefulness  in  preventing  the  soiling  of  books, 


212  SCHOOL  KEEPING. 

but  also  in  cultivating  the  habit  of  personal 
cleanliness.  Clean  hands  and  a  clean  face 
are  desirable  for  their  own  sake,  and  they 
strongly  suggest  a  clean,  tidy  dress,  clean 
nails,  neatly  combed  hair,  and  blacked  shoes, 
—  all  of  which  are  essential  to  good  manners, 
and  good  morals  as  well.  At  recess,  the 
girls  should  be  allowed  to  go  out  and  return 
before  the  boys  are  excused,  and  all  should 
be  required  to  move  in  an  orderly  and  quiet 
manner.  In  entering  the  school  in  the  morn- 
ing, each  pupil  should  be  taught  to  recog- 
nize the  teacher  in  some  appropriate  way." 
They  should  never  be  let  loose,  at  once,  in 
the  school-room,  but  marched  out  in  order, 
When  pupils  are  spoken  to  on  the  street  they 
should  reply  politely,  with  a  bow,  removing 
or  touching  the  hat.  "Kindness  and  civility 
to  strangers  is  one  of  the  most  charming  traits 
of  civilization."  Good  breeding  will  not  allow 
whispering  in  company ;    this  alone,   if   re- 


MORALS    AND    MANNERS.  213 

garded,  would  break  up  the  habit  of  whisper- 
ing in  school.  In  addressing  the  teacher  with 
any  request,  the  "please,  sir,"  or  "please, 
ma'am,"  should  never  be  omitted.  The  rules 
of  good  society  will  not  allow  pupils  to  in- 
dulge in  rudeness  to  their  playmates,  to  call 
them  hard  names,  or  nicknames.  These 
rules  require  them  to  be  respectful  to  the 
aged  and  the  unfortunate.  Marking,  cutting, 
or  in  any  way  defacing  the  seats,  walls,  or 
furniture  of  the  school-room  is  exceedingly 
vulgar  and  unbecoming.  It  is  not  becom- 
ing for  a  pupil  to  "tell  tales"  in  or  out  of 
school,  but  he  should,  when  questioned  by 
the  teacher,  tell  the   simple  truth. 

It  is  a  false  view  of  honor,  which  so  often 
prompts  even  the  good  and  trustworthy  in 
school  to  refuse  to  expose  the  vicious  in 
their  reckless  conduct.  When  school  chil- 
dren learn  and  practise  the  rules  that  govern 
good  society,  they  grow  up  to  become  ladies 
and  gentlemen. 


214  SCHOOL   KEEPING, 


VII. 
TEMPERANCE  IN   SCHOOLS. 

npiIE  grand  object  of  education  is  so  to 
train  the  children  that  they  will  be 
fitted  for  the  practical  duties  of  manhood 
and  womanhood.  Hence  the  school  has  to 
provide  for  physical,  mental,  and  moral  cul- 
ture, as  a  sound  mind  in  a  sound  body,  and 
a  keen  sense  of  moral  obligation,  are  the 
necessary  qualifications  for  life.  But  this  is 
not  all.  Refined  manners  and  correct  habits 
are  essential  to  the  end  in  view.  The  man 
or  woman  of  extensive  learning  and  approved 
character  may  be  practically  shut  out  from 
good  society  for  lack  of  refinement,  and  the 
cultivated  gentleman  or    lady  may    be   de- 


TEMPERANCE  IN  SCHOOLS.       215 

spised  and  pitied  on  account  of  gross  immo- 
ralities. As  I  have  stated,  in  another  con- 
nection, education  consists  in  character- 
building,  and  is  complete  only  when  the 
citizen  is  highly  cultivated  and  furnished  for 
every  good  work.  The  work  of  the  school, 
therefore,  is  not  finished  until  its  instruc- 
tions and  training  have  fortified  the  children 
against  the  vicious  habits  of  society.  Now, 
it  must  be  admitted  that  no  knowledge  in 
the  whole  range  of  the  prescribed  school 
studies  is  so  important  for  the  future  wel- 
fare of  these  children,  as  a  knowledge  of 
their  own  physical  being. 

Hence  I  hail  with  joy  and  gratitude  the 
recent  efforts  of  wise  and  good  men  and 
women  to  introduce  into  our  public  schools 
the  study  of  physiology  and  hygiene,  for  the 
purpose  of  instructing  our  youth  in  the  effects 
and  influence  of  intoxicating  beverages  on  the 
human  system.     This  fact  furnishes  new  evi- 


216  SCHOOL   KEEPING. 

dcnce  of  progress  in  education,  and  the  favor 
with  which  the  suggestion  has  been  received 
by  the  public  is,  in  the  highest  degree,  en- 
couraging and  assuring. 

Already  five  States  of  our  Union  have 
passed  compulsory  acts  for  the  introduction 
of  this  study  into  their  public  schools;  viz., 
Vermont,  New  Hampshire,  Michigan,  New 
York,  and  Rhode  Island ;  and  the  subject  has 
already  occupied  the  attention  of  the  Massa- 
chusetts Legislature,  and  its  active  approval 
of  such  a  bill  is  now  being  urged  by  such 
writers  as  Presidents  Hopkins,  Seelye,  and 
Warren,  Hon.  T.  W.  Bicknell,  Miss  Alice 
M.  Guernsey,  and  the  managers  of  the 
Woman's  Christian  Temperance  Union.  Miss 
Guernsey,  the  most  prominent  in  the  prep- 
aration of  the  text-book  mentioned  later, 
thus  speaks  of  the  provisions  of  this  statute  : 

"The  law  provides  for  teaching  the  im- 
portance of  fresh  air  and  healthful  food ;  of 


TEMPERANCE  IN  SCHOOLS.      217 

proper  clothing  and  cleanliness  of  person ; 
the  necessity  of  both  rest  and  exercise ;  the 
mighty  power  of  heredity,  peopling  to-day 
our  almshouses,  homes  for  idiots,  and  in- 
sane asylums  with  the  descendants  of  drink- 
ing men  and  women,  often  of  r  moderate 
drinkers,'  so  called ;  not  only  these,  and 
similar  lessons,  important  as  they  are,  but 
the  blasting,  destroying  effects  of  alcohol 
upon  the  entire  physical  organization,  the 
paralyzing,  impure  influence  of  tobacco,  es- 
pecially upon  youth,  the  soul-benumbing, 
will-destroying  action  of  opium  and  chloral 
upon  the  human  system, —  all  these  must 
be  taught  the  children  in  our  schools  when 
we  secure  the  passage  of  this  law." 

President  Hopkins  says,  "You  are  right 
in  seeking  to  enlist  the  intelligence  and  sym- 
pathies of  the  young  in  favor  of  temperance. 
The  history  of  the  past  would  seem  to  show 
that  this  is  our  only  hope.     This  can  be  gen- 


218  SCHOOL   KEEPING. 

e  rally  and  effectively  done  only  by  instruc- 
tion and  training  in  tfie  schools  of  the  State. 
But  that  this  shou'd  be  done  is  so  plainly  for 
the  interest  of  the  State,  both  pecuniarily 
and  morally,  and  so  fit  in  itself,  that  I  can- 
not suppose  anything  more  than  a  bare  pres- 
entation of  the  subject  will  be  needed  to 
secure  from  our  Legislature  the  passage  of 
laws  in  furtherance  of  this  end  similar  to 
those  already  passed  by  several  other 
States." 

President  Seelye  says :  "  The  movement 
in  behalf  of  '  Scientific  Temperance  Instruc- 
tion' meets  my  most  cordial  approval.  The 
physiological  effects  of  alcoholic  drinks  upon 
the  human  body  are  now  so  clearly  known 
and  are  so  wofully  destructive  that  they 
ought  to  be  taught  to  every  child.  No  topic 
is  more  worthy  a  required  place  in  our  public 
schools." 

President  Warren  says:  "  Ordinarily,  and 


TEMPERANCE  IN  SCHOOLS.      219 

on  general  principles,  I  hold  it  wise  to  teach 
the  young  the  knowledge  of  the  good  rather 
than  a  knowledge  of  the  evil,  to  make 
them  acquainted  with  the  blessings  of  virtue 
rather  than  with  the  misery  and  curse  of 
vice.  But  when  the  rum-shops  are  becom- 
ing ten  or  a  hundred  times  more  numerous 
than  the  bakeries,  when  rum  capital  is  bent 
on  mastering  and  ruling  every  municipal 
government,  when  the  victims  of  drink,  who 
should  be  the  strength  and  glory  of  our  land, 
are  going  down  by  the  hundred  thousand 
into  pauperism,  insanity,  and  death,  surely 
it  is  time  to  begin  with  childhood  and  to  see 
if  it  be  not  possible  to  train  up  a  generation 
which  shall  be  not  merely  forewarned  of  its 
own  peril,  but  also  fired  with  a  holy  and 
unquenchable  zeal  to  put  an  utter  end  to  the 
poisoning  of  man  by  his  fellow-man  for  pelf. 
I  earnestly  hope  that  the  legislators  of  en- 
lightened  Massachusetts   will  hasten  to  au- 


220  SCHOOL   KEEPING. 

thorize  and  require  the  introduction  into  the 
public  schools  of  suitable  instruction  on  this 
subject." 

Mr.  Bicknell  says:  "The  teachers  of 
America  are  nobly  endeavoring  to  teach  good 
manners,  pure  morals,  and  upright  living, 
and  they  welcome  scientific  temperance  liter- 
ature as  valuable  aids  in  establishing  correct 
principles  and  virtuous  habits  in  our  youth. 
Could  the  public  schools  and  the  Sunday 
schools  of  America  make  our  children  armor- 
proof  against  the  seductive  temptations  of 
tobacco  and  alcohol,  the  cost  of  their  sup- 
port, however  large  that  may  be,  would 
represent  but  a  tithe  of  their  value.  Let 
the  good  work  go  on,  through  address, 
printed  page,  and  home  and  school  instruc- 
tion, till  the  last  drunkard's  grave  is  tilled, 
and  every  child  is  on  the  high  road  to  a 
temperate  and  holy  manhood  or  woman- 
hood." 


TEMPERANCE  IN  SCHOOLS.      221 

The  following,  from  Hon.  J.  W.  Patter- 
son, Superintendent  of  Public  Instruction 
in  New  Hampshire,  where  this  law  is  in 
operation,  is  in  point :  — 

w  Not  only  do  '  evil  communications  cor- 
rupt good  manners/  but  virtuous  commu- 
nications develop  good  habits.  Much  of 
the  drunkenness,  debauchery,  and  slow  sui- 
cide by  self-administered  poisons  spring  from 
ignorance  of  the  natural  effects  of  fash- 
ionable drugs.  The  youth,  who  acquire  the 
knowledge  which  this  law  is  designed  to 
give,  will  be  armed  within  against  temp- 
tations, to  which  the  uninformed  become 
a  prey.  Our  only  hope  for  anything  like 
general  success  to  the  cause  of  temperance 
is  through  the  young.  Here  we  must  work, 
if  we  would  disband  our  army  of  60,000 
drunkards.  Here  Christianity  and  patriot- 
ism may  tind  their  most  hopeful  field  of 
labor." 


222  SCHOOL   KEEPING. 

The  acts  passed  in  the  States  mentioned 
are  substantially  alike,  as  in  the  language 
of  the  New  York  bill :  — 

"The  people  of  the  State  of  New  York, 
represented  in  Senate  and  Assembly,  do 
enact  as  follows  :  — 

"Section  1.  Provision  shall  be  made  by 
the  proper  local  authorities  for  instructing 
all  pupils  in  all  schools  supported  by  public 
money  or  under  control  of  the  State,  in 
physiology  and  hygiene,  with  special  refer- 
ence to  the  effects  of  alcoholic  drinks,  stimu- 
lants, and  narcotics  upon  the  human  system. 

"Sect.  2.  No  certificate  shall  be  granted 
to  any  person  to  teach  in  the  public  schools 
of  New  York,  after  Jan.  1,  1885,  who  has 
not  passed  a  satisfactory  examination  in 
physiology  and  hygiene,  with  special  refer- 
ence to  the  effect  of  alcoholic  drinks,  stimu- 
lants, and  narcotics  on  the  human  system. n 

Suitable  text-books  have  already  been  pro- 


TEMPERANCE  IN  SCHOOLS.      223 

vided,  of  which  "The  Temperance  Physiol- 
ogy," published  by  A.  S.  Barnes  &  Co.,  of 
New  York,  is  a  good  specimen.  With  such 
an  auspicious  beginning,  it  is  confidently  ex- 
pected that  erelong  every  State  will  have  a 
similar  provision  on  its  statute  book.  Then 
the  children  of  the  nation,  forewarned  by  a 
practical  knowledge  of  the  nature  and  effects 
of  stimulants  and  the  narcotic  poisons  upon 
health  and  life,  will  be  forearmed  against  the 
fearful  consequences  of  indulging  in  their 
use. 

The  hopefulness  of  such  a  measure,  in  its 
practical  bearing  upon  the  future  of  these 
children  and  youth,  is  seen  in  the  fact  that 
the  use  of  intoxicating  liquors  and  narcotics 
is  entirely  unnatural.  Children,  unless  they 
have  inherited  the  taste  from  drunken  par- 
ents, loathe  these  poisons.  To  form  the 
habit  of  drinking,  smoking,  or  chewing  costs 
a    painful    effort.      Nausea,    headache,    and 


224  SCHOOL   KEEPING. 

faintness  are  the  first  consequences,  and  it 
is  only  by  repeated  and  persevering  trials 
that  nature  is  overcome.  Now,  if  they  can 
be  instructed  as  to  the  nature  and  effects  of 
these  poisons,  and  the  extreme  danger  of  in- 
dulgence, they  will  have  a  strong  additional 
motive  to  refrain  from  their  use.  AVithout 
this  information  they  will  be  likely  to  form 
the  habit  and  to  continue  indulgence,  until, 
as  a  tyrart,  it  has  gained  entire  control  over 
them,  and  they  have  become  powerless  in 
their  efforts  to  reform. 

Besides,  from  no  other  source  would  this 
information  be  received  at  the  time  when  it 
would  be  so  impressive  and  long  retained  in 
memory.  This  shows,  also,  the  wisdom  and 
importance  of  this  measure.  He  who  cavils 
or  objects  to  introducing  this  study  into  our 
schools,  and  yet  claims  to  bo  a  believer  in 
total  abstinence,  must  be  wanting  in  sincerity 
or  intelligence  upon  this  subject. 


TEMPEEANCE  IN  SCHOOLS.       225 

This  law,  which  may  be  already  found  on 
the  statute  book  of  the  five  States  named,  is 
based,  not  upon  assumed,  but  demonstrated 
facts  in  regard  to  the  "effects  of  alcoholic 
drinks,  stimulants,  and  narcotics  upon  the 
human  system."  These  facts  relate  princi- 
pally to  the  three  rank  poisons  especially 
treated  in  the  text-books  on  physiology  and 
hygiene  that  are  to  be  used  in  the  schools 
under  the  law,  and  which  are  italicized  in 
the  following  stanza  of  the  poet :  — 

"I  group,  says  Hitchcock  (for  they  do  agree 
In  being  poisons,  as  'tis  plain  to  see), — 
I  group  together  and  reject  the  sum 
Of  alcohol,  tobacco,  opium." 

First,  the  facts  in  regard  to  the  effects  of 
alcohol,  as  established  by  the  best  medical 
authority.  Dr.  Palmer,  of  Michigan  Uni- 
versity, says :  "  Medical  writers  admit  that 
by  far  the  most  disastrous  and  frequent  cause 
of  poisoning  in  all  our  communities  is  the 
15 


22()  SCHOOL    KEEPING. 

use  of  alcohol."  Dr.  Edmands,  of  England, 
writes :  *  The  effects  of  no  other  common 
poison  are  more  direct  and  certain  than  those 
of  alcohol."  Dr.  Alden,  of  Massachusetts, 
asserts  :  "  On  every  organ  they  touch  alco- 
holic drinks  act  as  a  poison  ;  there  is  no  such 
thing  as  their  temperate  use.  They  are  al- 
ways an  enemy  to  the  human  body.  They 
produce  weakness,  not  strength ;  sickness, 
not  health  ;  death,  not  life."  Not  only  has 
medical  testimony  proved,  but  the  observa- 
tion of  every  intelligent  person  in  any  com- 
munity has  verified  the  truth  that  alcohol,  as 
a  poison,  is  a  fruitful  source  of  disease, 
insanity,  and  death. 

Second,  the  facts  in  regard  to  the  effects 
of  tobacco.  It  is  a  powerful  narcotic  and 
contains  a  substance  called  nicotine,  which 
is  such  a  rank  poison  that  a  single  drop  upon 
a  cat's  tongue  will  produce  death  in  a  short 
time.     A  single   cigar   contains   enough   of 


TEMPERANCE    IN    SCHOOLS.  227 

this  poison,  if  extracted  and  administered 
pure,  to  kill  two  strong  men.  A  cigarette 
contains  still  more  poison  than  a  common 
cigar,  and  results  in  more  serious  conse- 
quences to  the  smoker. 

Says  Dr.  Carlyon :  "Tobacco  is  a  very 
powerful  narcotic  poison ;  its  fumes  possess 
the  power  of  stupefying  all  the  senses  and 
all  the  faculties,  by  slow  but  enduring  intoxi- 
cation, into  dull  obliviousness."  Dr.  Corson 
enumerates  some  of  the  direct  results  of 
excessive  smoking  as  they  came  under  his 
observation:  "giddiness,  sickness,  vomiting, 
dyspepsia,  diseased  liver,  congestion  of  the 
brain,  apoplexy,  palsy,  mania,  loss  of  mem- 
ory, deafness,  nervousness,  and  cowardice." 
Smoking,  like  drinking,  first  conquers  and 
then  makes  slaves  of  its  victims,  even  unto 
death,  as  a  rule. 

Third,  the  facts  in  regard  to  the  effects  of 
opium.     Opium  eating  is  a  vice  much  more 


228  SCHOOL  KEEPING. 

extensive  than  is  generally  supposed,  since  it 
is  much  less  easily  detected  than  alcoholic 
intoxication.  In  many  instances,  where  law 
and  custom  have  made  the  use  of  alcoholic 
beverages  disreputable,  the  use  of  opium  has 
been  substituted.  Its  effects  are  most  mani- 
fest upon  the  nervous  and  digestive  systems. 
Loss  of  appetite,  vomiting,  pain  in  the 
stomach,  emaciation,  weakness,  trembling 
gait,  mental  hallucinations  and  sluggishness, 
and  a  kind  of  delirium  tremens  are  the  symp- 
toms. To  understand  the  terrible  effects  of 
using  this  poison  we  have  only  to  follow 
the  innocent  boy  and  the  wretched  man  who 
has  written  the  "Confessions  of  an  English 
Opium-Eater "  through  his  remarkable  and 
suffering  career.  L3ft  an  orphan  when 
but  seven  years  old,  he  lived  in  seclusion 
and  enjoyed  but  limited  advantages  at  school, 
yet  he  distinguished  himself  as  a  scholar, 
and  gained  position  with  such  able  writers 


TEMPERANCE  IN  SCHOOLS.      229 

as  Wordsworth,  Coleridge,  and  Southey, 
who  were  among  his  associates.  At  eighteen 
years  of  age,  by  the  advice  of  a  college  com- 
panion, he  took  opium  ff  to  dull  the  pain  of 
rheumatism,"  and  thus  began  the  formation 
of  the  habit  which  proved  such  a  curse 
through  his  life.  At  this  time  DeQuincey 
says,  "I  was  necessarily  ignorant  of  the 
whole  art  and  mystery  of  opium  eating." 
Fortunate  would  it  have  been  for  him,  could 
he  have  been  taught,  during  his  early  school 
days,  the  nature  and  effects  of  this  narcotic, 
but  it  was  too  late  after  the  habit  had  been 
formed.  For  twenty-five  years  his  life  was 
one  desperate  struggle  with  a  foe  more  terri- 
ble than  death,  and  though  he  gained  a  par- 
tial victory,  yet  he  was  left  "agitated,  writh- 
ing, throbbing,  palpitating,  shattered."  No 
language  can  express  his  agony,  or  describe 
the  paralyzing  effects  of  this  drug  upon  his 
otherwise   brilliant  intellect.     This    is    only 


230  SCHOOL   KEEPING. 

one  case  of  thousands  of  its  kind,  but  it 
serves  to  illustrate. 

I  speak  of  stimulants  and  narcotics  used 
as  a  beverage  and  luxury.  As  deadly  poi- 
sons they  have  their  place  and  uses.  To 
learn  when  and  how  they  may  be  used  is 
one  lesson  in  this  school  study. 

Alcohol  is  useful  in  the  arts.  It  dissolves 
gums,  resins,  and  oils ;  aids  in  extracting 
perfumes  and  medicines  from  leaves,  roots, 
barks,  and  seeds ;  preserves  dead  flesh  from 
decay ;  and  produces  the  smokeless  flame  of 
the  spirit-lamp. 

Opium,  like  alcohol,  with  its  various  com- 
pounds, is  useful  as  a  medicine,  but  neither 
can  be  taken  with  safety,  except  under  the 
prescription  of  a  skilful  physician. 

But  what  can  be  said  of  the  usefulness  of 
tobacco?  Does  it  help  digestion,  relieve  the 
aching  head  or  nerves,  preserve  the  teeth,  or 
ward  off  contagion  ? 


TEMPERANCE  IN  SCHOOLS.       231 

"Physicians  say,  'tis  common-sense  abused  — 
There's  no  disease  for  which  it  needba  used; 
It  is  a  poison;  and  to  sum  the  whole, 
It  ruins  health,  life,  property,  and  soul. 
Is  this  the  case?  then  let  me  ask  each  one, 
What  ought?   what   can?   and  what  must   now  be 
done? 

One  thing  is  needful,  and  alone  but  one ; 
Its  use  abandon,  and  the  work  is  done." 

Another  view  of  our  subject  favors  instruc- 
tion in  our  schools  as  to  the  effects  of  stimu- 
lants and  narcotics  on  the  human  system.  It 
is  not  enough  to  save  the  children  from  the 
physical  consequences  of  debasing  habits  fox 
their  own  sake.  They  must  be  saved  to  the 
state  as  sober,  virtuous,  and  intelligent  citi- 
zens, whose  influence  and  efforts  will  pro, 
mote  the  public  good.  To  this  end  they 
must  have  correct  views  and  principles  as 
well  as  correct  habits  ;  must  learn  the  moral 
aspect  of  the  temperance  question,  and  gain 
moral  courage  to  act  according  to  their  con- 


232  SCHOOL   KEEPING. 

victions.  Hence  among  the  lessons  taught 
them  in  school,  in  connection  with  this  sub- 
ject, should  be  the  following  :  — 

(1.)  That  the  misuse  and  abuse  of  these 
poisons  have  turned  multitudes  of  citizens 
into  paupers,  whom  the  community  has  to 
support.  "  Nine  tenths  of  all  the  paupers 
graduate  from  the  dram  shop." 

(2.)  That  the  use  of  these  poisons  has 
turned  other  thousands  of  citizens  into  crimi- 
nals, and  the  community  is  compel' ed  to 
build  prisons  and  sustain  courts,  to  care  for 
and  punish  them.  "Four  fifths  of  all  the 
crime  of  the  country  is  the  result  of  the 
dram  shops." 

(3.)  That  large  numbers  of  those  who 
might  otherwise  become  good  citizens  are 
turned  into  lunatics  and  idiots  by  the  use  of 
these  poisons.  "Three  fifths  of  the  lunacy 
and  idiocy  of  the  country  come  directly  or 
indirectly  from  intemperance." 


TEMPERANCE  IN  SCHOOLS.      233 

(4.)  That  there  are  two  thousand  seven 
hundred  and  eighty-six  dram  shops  in  the 
city  of  Boston  (five  for  each  school-house 
and  twelve  for  each  church),  legalized  by 
the  vote  of  a  majority  of  more  than  ten 
thousand  citizens  to  make  paupers,  crimi- 
nals, lunatics,  and  idiots.  Nor  is  Boston  an 
exception  among  the  large  cities  in  this 
regard.  Other  thousands,  both  licensed  and 
unlicensed,  all  over  the  nation,  are  carrying 
on  the  traffic,  with  the  same  alarming  and 
painful   results. 

(5.)  That  while  only  $85,000,000  are 
annually  spent  in  the  United  States  for 
public  education,  $1,500,000,000  are  spent 
for  alcoholic  drinks  and  tobacco  ! 

Now  what  we  propose  to  do  is  to  give  the 
children  in  the  schools  of  the  State  and, 
erelong,  the  schools  of  the  nation,  these 
facts  and  figures,  and  to  draw  from  them 
moral  lessons  for  their   instruction  and   en- 


234  SCHOOL   KEEPING. 

couragement   in  the  ways   of  sobriety   and 
virtue,  and  for  their  guide  in  life. 

I  agree  with  President  Warren,  whose 
words  I  have  already  quoted,  that,  w  on  gen- 
eral principles,  it  is  wise  to  make  the  young 
acquainted  with  the  blessings  of  virtue  rather 
than  with  the  misery  and  curse  of  vice," 
and  I  also  agree  with  him,  in  view  of  the 
fact  that  "  rum-shops  are  becoming  ten 
or  a  hundred  times  more  numerous  than  the 
bakeries,  that  rum-capital  is  bent  on  master- 
ing and  ruling  every  municipal  government, 
and  that  victims  of  drink,  who  should  be  the 
strength  and  glory  of  our  land,  are  going 
down,  by  the  hundred  thousand,  into  pauper- 
ism, insanity,  and  death,"  I  agree  with  him, 
I  repeat,  in  urging  that  "  it  is  time  to  bogin 
with  childhood,  and  to  see  if  it  is  not  possible 
to  train  up  a  generation  which  shall  be  fore- 
warned of  its  own  peril,  and  fired  with  an 
unquenchable  zeal  to  put  an  utter  end  to  the 


TEMPERANCE  IN  SCHOOLS.      235 

poisoning  of  man  by  his  fellow-man."  We 
cannot,  if  we  would,  conceal  from  our  chil- 
dien  and  youth  "the  misery  and  curse  of 
vice."  We  should  aim,  therefore,  to  set 
these  facts  before  them  in  their  true  light, 
to  enable  them  to  understand  the  causes  of 
the  evil,  as  well  as  "  the  blessings  of  virtue." 
A  generation  of  children  so  taught,  and 
graduated  from  the  public  schools  to  become 
citizens,  would  have  strength  to  maintain 
their  own  integrity,  power,  and  a  disposition 
to  revolutionize  public  opinion  on  these 
subjects,  and  to  stay  the  tide  of  iniquity  that 
has  rolled  in  upon  us  like  a  surging  flood. 
At  least  it  is  worth  our  while  to  try  the 
experiment,  since  all  other  measures  have 
failed. 

There  are  also  incidental  advantages  con- 
nected with  the  introduction  of  this  new 
study  into  our  schools,  which  should  not  be 
overlooked.     First,   it  will  open  the  whole 


236  SCHOOL  KEEPING. 

subject  of  physiology  and  hygiene  to  the 
careful  study  of  all  who  are  in  the  course  of 
public  education.  Not  only  will  the  effects 
of  alcoholic  drinks,  stimulants,  and  narcotics 
upon  the  human  system  be  studied,  but 
also  the  facts  and  laws  relating  to  health  and 
life  generally.  This  will  include  a  knowl- 
edge of  the  functions  of  the  body,  and  the 
conditions  of  their  healthy  action ;  the  use  of 
appropriate  nourishment,  and  the  regulation 
of  surrounding  circumstances ;  the  wearing 
of  proper  clothing  and  the  breathing  of  pure 
air;  and  regular  and  sufficient  exercise.  It 
is  of  vital  importance  to  know  what  it  is 
proper  to  eat,  and  when  to  eat.  Food  must 
not  only  be  nutritious  and  properly  cooked, 
but  it  must  be  taken  with  regularity  and  thor- 
oughly masticated ;  and,  to  secure  its  diges- 
tion, both  exercise  and  rest  are  essential. 
Proper  clothing  is  also  an  important  element 
of  hygiene.     This  must  be  regulated  to  suit 


TEMPERANCE  IN  SCHOOLS.      237 

the  seasons  and  the  degree  of  exposure  to 
which  the  person  may  be  liable,  so  as  to 
avoid  extremes  of  cold,  heat,  and  moisture. 
It  must  be  fitted  so  as  not  to  expose  the 
delicate  parts  of  the  body,  or  to  restrict  the 
action  of  the  vital  organs.  The  necessity  of 
pure  air  is  also  an  indispensable  condition 
of  health.  To  secure  this  and  avoid  the 
effluvia  exhaled  from  standing  pools,  and  the 
poison  generated  in  un ventilated  rooms, 
the  laws  touching  this  subject  must  be 
thoroughly  understood.  I  specify  these 
conditions  of  health  and  sickness,  because 
they  will  all  be  met  and  naturally  dealt 
with  in  the  school-room,  when  the  study 
of  physiology  and  hygiene  has  been  intro- 
duced. No  matter  if  their  introduction 
interferes  with  other  studies.  These  are 
the  most  important  of  all  for  the  future  wel- 
fare of  our  children,  and  of  the  State  whose 
duty  it  is  to  educate  them.     No  matter  if 


238  SCHOOL   KEEPING. 

teachers  are  now  poorly  prepared  to  give 
the  necessary  instruction.  Under  the  re- 
quirements of  the  law  they  will  soon  bring 
themselves  up  to  the  necessary  standard,  or 
give  place  to  those  who  are  already  qualified. 
This  suggests  the  second  incidental  ad- 
vantage  resulting  from  this  new  step  in  the 
educational  progress  of  our  times.  Teachers, 
as  a  body,  have  been  and  are  very  deficient 
in  this  branch  of  study,  and  hence  are  not 
qualified  properly  to  care  for  the  health  of 
their  pupils.  Not  an  hour  of  any  school 
day  of  the  year  when  there  is  not  an  oppor- 
tunity for  the  teacher  to  direct  and  control 
the  circumstances  which  preserve  the  health 
or  induce  the  sickness  of  his  pupils.  To 
compel  him  to  qualify  himself  to  discharge 
this  duty  is  the  first  business  of  the  law. 
It  will  result  in  great  advantage  to  the 
teachers  themselves  as  well  as  to  their  pupils. 
Many,    doubtless,    break    down    under    the 


TEMPERANCE  IN  SCHOOLS.       239 

pressure  of  labor  and  care,  solely  for  the 
want  of  a  knowledge  of  the  laws  of  their 
being.  With  this  knowledge  they  will  be 
able  to  save  their  own  as  well  as  the  health 
and  life  of  their  pupils. 

Teachers  should,  therefore,  hail  with  pleas- 
ure this  new  legal  measure  for  the  ad- 
vancement of  the  cause  of  education.  They 
should  at  once  signify  their  approval,  and 
use  their  influence  and  efforts  to  help  on  the 
good  cause.  If  any  fail  to  do  this,  they 
will  fall  behind,  and  soon  drop  out  of  the 
seivice. 

Among  the  aids  which  teachers,  who  desire 
to  prepare  themselves  to  give  instruction 
upon  physiology  and  hygiene  as  required-  by 
the  law  of  the  several  States  alluded  to  in  this 
chapter,  will  need,  is  Dr.  A.  F.  BlaisdelPs 
elementary  text-book,  entitled  K  Our  Bodies, 
and  How  we  Live,"  published  by  Lee  & 
Shepard,  Boston.     How  the  author  handles 


240  SCHOOL   KEEPING. 

the  subject  will  be  seen  by  the  following 
tabular  analysis  :  — 

I.  Muscles. 

1.  Effect  of  alcohol  on  the  muscles. 

II.  Food  and  Drink. 

1.  Artificial  drinks. 

2.  Tea,  coffee,  and  cocoa. 

3.  Effect  of  drinking  tea  and  coffee. 

4.  Alcohol  described. 

5.  Principal  drinks  that  contain  alcohol. 

6.  Alcohol  as  a  food. 

7.  Alcohol  and  work. 

III.  Digestion. 

1.  Indigestion  due  to  alcohol. 

2.  Effect  of  alcohol  on  the  stomach-digestion. 

3.  Effect  of  alcohol  on  the  liver. 
IY.   The  Blood  and  its  Circulation. 

1.  Effect  of  alcohol  on  the  circulation. 

2.  Row  alcohol  gets  into  the  blood. 

3.  Effect  of  alcohol  upon  the  heart. 

V.  Breathing. 

1.  Effect  of  alcohol  upon  the  lungs. 

2.  Alcohol  and  the  bodily  heat. 

VI.  The  Nervous  System. 

1.  General  remarks  on    stimulants  and  nar- 
cotics. 


CONCLUDING    REMARKS.  241 

2.  General  effect  of  alcohol  on  the  nervous 

system. 

3.  Alcoholic  excess  and  the  nervous  system. 

4.  Final  result  of  alcoholic  excess. 

5.  Inherited  craving  for  alcohol. 

6.  Tobacco  and  its  moderate  use. 

7.  Excessive  use  of  tobacco. 

8.  Effect  of  tobacco  upon  young  people. 

9.  Opium. 

10.  Practical  points  about  opium. 

11.  Chloral. 

12.  Other  narcotics. 

"  The  schoolmaster  is  abroad,"  and  he  was 
abroad  fifty  years  ago.  But  how  different 
his  advantages,  opportunities,  and  methods, 
then  and  now!  Then  he  had  no  special  train- 
ing for  his  work,  and  little  or  no  system  in 
his  arrangements  and  instruction. 

"  There  in  his  noisy  mansion,  skilled  to  rule, 
The  village  master  taught  his  little  school. 
A  man  severe  he  was,  and  stern  to  view ; 
I  knew  him  well,  and  every  truant  knew." 


1G 


242  SCHOOL    KEEPING. 

That  he  was  "  skilled  to  rule "  as  a  tyrant, 
the  quotation  I  have  made  from  Jean  Paul 
Richter,  on  another  page,  will  abundantly 
prove. 

Mark  the  change  in  the  arrangements, 
management,  and  government  of  the  school 
of  to-day.  It  is  "as  from  a  state  of  barbar- 
ism to  civilization." 

Then  "teaching  to  teach"  was  not  known  ; 
now  the  whole  process  of  instruction  has 
been  reduced  to  system,  and  both  the  science 
and  art  of  education  are  studied  in  prepara- 
tion for  the  work  of  the  school-room. 

Great,  also,  has  been  the  change  in  the 
results  of  the  teaching  of  to-day  compared 
with  fifty  years  ago.  There  has  been 
steady  improvement  in  the  public  schools 
during  this  period,  as  during  the  two  hun- 
dred years  of  their  history,  notwithstanding 
Dr.  E.  E.  Hale's  statement  to  the  contrary. 
The  masters   of  fifty  years  ago  did  as  well 


CONCLUDING    REMARKS.  243 

as  the  circumstances  would  allow,  but  their 
successors  have  continued  to  improve  upon 
their  methods,  and  better  results  have  been 
realized.  No  one  has  seen  the  growth,  but 
it  is  a  reality.  The  tree  that  stands  upon 
the  old  homestead  was,  fifty  years  ago,  a 
mere  sapling ;  now  it  is  a  sturdy  elm. 
Only  by  comparing  the  two  trees  can  one 
realize  how  great  a  change  has  been  wrought. 
So  it  is  with  the  schools  of  then  and  now. 
The  teacher  of  to-day  has  his  trials  and  re- 
sponsibilities as  did  the  teacher  of  fifty  years 
ago  ;  indeed  his  responsibilities  are  greater. 
He  lives  amid  the  stirring  scenes  of  this 
remarkable  age,  when  he  must  have  in 
hand  the  special  work  which  will  settle 
the  destiny  of  this  great  Eepublic.  Illit- 
eracy, the  nation's  curse,  must  be  removed, 
and  the  citizens  of  the  next  generation,  who 
should  now  be  in  our  schools,  must  be  edu- 
cated and  fitted  to  carry,  an  intelligent  ballot. 


244  SCHOOL   KEEPING. 

Drunkenness  and  debauchery  arc  sapping  the 
life  and  consuming  the  wealth  of  the  nation. 
The  cause  of  these  eviJe  must  be  removed, 
or  all  is  lost.  To  the  school-teacher  really, 
if  not  mainly,  we  must  look  for  relief 
and  safety.  With  the  increased  responsi- 
bility comes  encouragement  for  well  doing. 
The  glory  of  such  labors  is  great.  The  true 
teacher  of  to-day  is  not  only  moulding  the 
lives  of  children  who  are  to  become  the  men 
and  women  of  the  immediate  future,  but  in 
doing  this  he  is  also  influencing  the  intelli- 
gence, character,  and  progress  of  generations 
yet  to  come. 

Supplementary  Note.  —  When  this  chapter 
was  written,  some  four  months  ago,  only  five 
States  had  enacted  laws  for  teaching  temperance 
in  the  public  schools.  Now  six  more  have  been 
added.  Alabama,  Arkansas,  Kansas,  Maine, 
Nebraska,  Oregon,  and  Massachusetts  will  soon 
adopt  this  effective  plan  for  the  protection  of  her 
homes  and  the  training  of  good  citizens. 

rUHIVBESIT7] 


E  WrtNT  to  engage  active,  energetic, 
reliable  agents,  male  or  female,  to  take 
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sight.  Also  to  solicit  subscriptions  for  the 
''Journal  of  Education,33  and  "American 
Teacher,33  in  every  State  in  the  Union.  @ig 
(pay/ 

TEACHERS!  This  is  just  the  opportunity 
for  you  to  secure  employment  during  your 
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give  exclusive  right  of  territory. 

For  terms,  territory,  etc.,  address  at  once, 

NEW  ENGLAND  PUBLISHING  CO., 

3  Somerset  St.,  (Boston,  Mass. 


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constantly  being  made,  as  its  writers  are  selected  from  the  most 
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— THE 

NEW    ENGLAND 

Bureau->of ---Education. 


TESTIMONIALS. 


"Hiram  Orctjtt,  LL.  D.:  My  Dear  Sir.  — There  has  always 
been  one  field  of  usefulness  unoccupied,  so  far  as  my  knowledge 
extends,  by  any  educational  bureau  in  this  country;  viz.,  that  of 
assisting  capable  and  ambitious  teachers  already  at  work,  to 
better  their  condition,  by  bringing  them  into  correspondence  with 
employers  ready  to  offer  them  better  work  and  better  wages.  I 
have  reason  to  know  that  you  have  successfully  occupied  this  field, 
and  I  congratulate  you  and  the  better  class  of  American  teachers 
upon  the  fact.  —  Prof.  R.  M.  Jones." 

"Hiram  Orcutt,  LL.D. :  —  I  have  had  considerable  dealings 
with  your  Bureau  during  the  last  two  years,  both  in  securing 
teachers  for  important  places  and  in  securing  positions  for  teachers. 
I  have  been  surprised  and  gratified  at  the  intelligence,  good  sense 
and  skill  displayed  in  your  management.  You  have  established  a 
claim  to  the  gratitude  of  teachers  and  school  officers,  I  wish  you 
abundant  success  in  your  important,  difficult  and  delicate  work."— • 
Gen.  T.  J.  Morgan. 

"  Htram  Orcutt,  LL.D. :  Dear  Sir.  —  It  gives  me  very  sincere 
pleasure  to  say  that  the  teachers  whom  we  have  secured  through 
your  wise  and  judicious  assistance  have  proved  to  be  among  the 
most  successful  and  valued  of  our  corps,  and  I  shall  always  avaiJ 
myself  of  your  aid,  under  like  circumstances,  with  a  feeling  o\ 
safety  and  comf ort.  —  John  S.  Irwin. 


THE 

NEW    ENGLAND 

Bureau*  of*  Education 

SUPPLIES 

[1.]     Teachers  with  desirable  positions. 

[2.]     Colleges  with  Presidents,  Professors  and  Tutors. 

[3.]  Academies,  Seminaries  and  Public  and  Private 
Schools  of  Every  Grade,  with  Competent  Princi- 
pals, Teachers  and  Superintendents. 

[4.]  Boarding  and  Family  Schools  with  Matrons  ant? 
Housekeepers. 

[5.]     Gives  Parents  Information  of  the  Best  Schools. 

[6.  J    Rents  and  Sells  School  Property. 


We  invite  well  qualified  teachers  —  we  desire  no  others — to  reg 
ister  with  us.  There  is  constant  demand  for  a  new  supply  for  every 
grade  of  school  from  the  kindergarten  to  the  college.  Teachers 
who  desire  positions  or  preferment,  should  lose  no  time  to  avail 
themselves  of  the  special  advantages  offered  by  the  N.  E.  Bureau  of 
Education. 

This  Bureau  is  under  the  management  of  a  professional  educator 
who  has  spent  forty  years  in  the  school- room,  and  has  devoted 
much  attention  to  the  school  and  the  teachers'  necessary  ^qualifica- 
tions. 

It  is  never  too  late  to  register,  for  there  is  no  week  of  the  year 
when  teachers  are  not  called  for  at  this  Agency. 

No  charge  to  school  officers  for  services  rendered  by  this  Bureau. 
Circulars  and  Forms  of  Applications  sent  FREE. 


HIRAM   ORCUTT,   MANAGER, 

3  Somerset  Street       -----       Boston,  Mas: 


UNIVERSITY   OF   CALIFORNIA 
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